EDUCATOR’SEDUCATOR GUIDE TO GUIDETHE FILM CREATED FOR IMAX AND GIANT-SCREEN THEATERS

A Film for IMAX® and Giant Screen Theatres CONTENTS INTRODUCTION TO THE EDUCATOR’S GUIDE

Introduction to the Educator’s Guide...... 1 “I get a lot of fulfillment just being here, in this world of diminishing Background on the Great Bear Rainforest...... 4 ecological returns. It is hard to describe how special this place is. Map of the Great Bear Rainforest...... 38 I think we are just so fortunate to have a place that still has the Summary of Learning Plans...... 8 working parts—the full suite of flora and fauna—and we’re not Learning Plan 1: When Herring Bring the New Year...... 11 talking about How are we going to bring these animals back? and How are we going to restore this system that’s been destroyed? Learning Plan 2: A Close Examination of Habitat...... 17 which is really the ecological conversation for most other places. Learning Plan 3: Rainforest Communities...... 25 Here, we just have to protect what we have. If we just leave it alone Learning Plan 4: Mapping the Great Bear Rainforest...... 33 and stop treating it like an inexhaustible resource it would have a Learning Plan 5: When Things Don’t Go as Planned...... 41 fighting chance. I love it up here. I’ve raised my kids up here. Learning Plan 6: When You Change an Ecosystem...... 53 There’s still so many things left to do and places to explore.” —Ian McAllister, director of Great Bear Rainforest Learning Plan 7: Connecting with Climate Change...... 67 Learning Plan 8: Systems in Harmony...... 75 This eductor’s guide, created for MacGillivray Freeman Films by Orca Beyond the Scenes: Exploring the Ocean of the Great Book Publishers with contributions from Ocean Networks Canada, is Bear—A special section with Ocean Networks Canada...84 a companion resource to the giant-screen filmGreat Bear Rainforest. The guide provides a variety of multidisciplinary activities rich in Additional Resources...... 89 language, science, ecology, social sciences and character education, each of which ties directly to the film. Lessons are grouped into learning plans and are organized according to age (e.g. kindergarten and primary; upper elementary; middle school; high school). Where relevant, we have connected the content of the learning plans to the Next Generation Science Standards (ngss). Every learning plan and lesson connects with common English Language Arts standards, and many address Social Studies standards as well. We’ve also given you a bulleted list of character education/emotional intelligence competencies when those skills are developed. A list of resources at the end of the guide provides additional connections for educators and learners to extend their inquiries.

THE INQUIRY APPROACH TO LEARNING

One thing you will notice in this eductor’s guide is that we’ve set many of the learning experiences up for an inquiry approach, where your students can take charge of their explorations—and take their

Great Bear Rainforest — Educator’s Guide • ii 1 • Great Bear Rainforest — Educator’s Guide can navigate challenges with purpose and resilience. We can’t teach the same thing to every student and think they’ll be prepared for real life anymore—not when 75 percent of their jobs haven’t even been invented yet. They’ll be far better equipped to learn if we teach them how to learn. Inquiry has been shown to: • deepen engagement; • foster curiosity and a desire to learn; • inculcate self-regulation and a growth mindset; • sharpen research skills; • enhance learners’ ability to ask good questions; • expand critical thinking and interdisciplinary thinking, as inquiry takes students’ learning on a much deeper dive than you usually see in learning deeper. This shows up especially in activities where students traditional schooling; and decide for themselves what to research and focus on, based on their own • show students how much power and enjoyment they have when they interests. While many of the guide’s activities are designed for a traditional take ownership of their learning. classroom setup, we acknowledge and support the global shift toward inquiry. True inquiry—where educators walk beside learners as mentors Inquiry as an approach to educating children is transforming schools while the students progress on their journey of discovery—shows kids across the world. In its essence, inquiry means creating space for students that their interests matter. In so doing, it puts them in the driver’s seat to pursue the things that interest them the most on an individual level. Not of their learning, which in turn fosters self-discipline, faith in one’s own learning the same thing that the kid in the desk next to you is learning just capabilities and a better understanding of oneself. While this guide is not because it’s 1:30 on a Wednesday afternoon and the schedule says MATH. set up for full inquiry (as we don’t know each child’s deepest personal Inquiry is a very natural way of learning—in fact, it’s inborn to all of us. interests), the activities here give your students flexibility and autonomy A baby learns to walk because it is motivated to learn a better way to get in their choices in learning about the Great Bear Rainforest. around, and it is curious enough to try (and fail) until it reaches mastery. Character education and emotional intelligence are also key A young child learns everything they can about dinosaurs, watching competencies for young people heading into the career sector in the shows and reading books and playing with figurines and excavating bones twenty-first century. Inquiry learning is well suited to support emotional from blocks of dry sand, then painstakingly reconstructing them. As intelligence, as learners check in with themselves constantly about their young children, we naturally follow our interests and motivations, asking direction and focus. As they develop more sophistication, they learn to ask questions and seeking to understand. better questions, and they reach out to members of the community to help Inquiry in the classroom works much the same way. Acting as guides, them in their inquiries. This in turn helps them develop agency, building educators walk beside learners as they explore and investigate the things strong networks of mentors around them—a key piece in wellness and that matter to them. It’s a radical transformation to a system that has mental health. historically dispensed identical packets of content to each student at We can see the importance of mentorship in inquiry learning in Great prescribed periods in their development—teaching them what to learn. Bear Rainforest as well: Nelson is learning from his father, Marven, about But after generations of this kind of approach, we’ve come to realize taking care of the spirit bears. Saul has learned how to fish and lead from that’s not the way humans learn best. The modern world is fast-changing his father and the line of ancestors before him. Mercedes is learning to and unpredictable, requiring people to know themselves well so they capture bear hair from rub trees in order to study their dna. Her mentor

Great Bear Rainforest — Educator’s Guide • 2 3 • Great Bear Rainforest — Educator’s Guide is Douglas Neasloss, chief councillor for the Kitasoo/Xai’Xais Nation. is stunning—and all because this place remains relatively untouched by Douglas works with other young people as well to get them engaged and humans. It’s still natural, much the way it has been for millennia. interested in caring for the territory. “We have some of the highest amount This is the Great Bear Rainforest: misty, lush, wild, abundant. It rains of protected area in all of the coast,” Douglas says. “We have a very strong most of the time in this coastal paradise—an average of 6,650 millimeters young core of youth stepping up and getting ready to take some of these per year. Measuring 6.4 million hectares—about the size of Ireland or roles, whether it’s hereditary chief titles, whether it’s band council titles, Nova Scotia—the Great Bear Rainforest is one of the wildest places on or whether it’s leadership roles in the community.” It is mentorship that Earth. It supports the largest tract of intact temperate rainforest left on makes possible this transfer of knowledge and stewardship. the planet. Threats to this intact temperate rainforest include logging, The inquiry method of learning is modeled very strongly in Ian overfishing, hunting and climate change. McAllister, the director of Great Bear Rainforest. Ecological concerns About 18,000 people live in the Great Bear Rainforest today. But captured Ian’s heart as a teenager. By the time he was in university he knew because of its natural bounty and endless sources of food, it likely has it was where he wanted to focus his energies. He participated in blockades been much more densely populated throughout history, prior to colonial and protests, learned how to climb trees and camp out in their branches, contact. Indigenous peoples have called this coast home for well over started a nonprofit organization (Pacific Wild) and taught himself how to 10,000 years. Some twenty-six First Nations live in the Great Bear carry his message of conservation so that it would be heard by the people Rainforest. Their cultures and languages, while often distinct from each whose minds needed changing. By trying and failing—a hallmark of the other, all reflect the beauty, scale and generosity of this territory. inquiry process—Ian figured out how to photograph and film the rainforest Residents of the Great Bear Rainforest live in small towns like Bella and its wildlife so he could spread awareness, developing his skills to a Bella, Kitamaat (Kitimat), Klemtu and Hartley Bay, as well as in more level where he is now an award-winning photographer and creator of a remote communities. Great Bear Rainforest director Ian McAllister has film for the giant screen. He and his wife, Karen, were recently named lived for the past quarter century on Denny Island, just across the channel “Leaders of the 21st Century” by TIME magazine because of their work. from Bella Bella. Here, most towns and villages are accessible only by boat All because of a deep interest and the drive to keep exploring it. or float plane. This makes it a difficult place for people to access—and it’s We wish you adventure and joy as you embrace inquiry with your also one of the main reasons why it’s so wild. But even remote places like students. the Great Bear Rainforest face an uncertain future as more and more of the world’s natural resources are harvested. BACKGROUND ON THE GREAT BEAR RAINFOREST Ian McAllister has long recognized the threats to the Great Bear Rainforest and, through his books and photography, has sought to raise “We have a belief, in all of our work, that what we have here is not ours. It awareness about this cradle of life in the Pacific Northwest. After years belongs to future generations. And my Elders have always stated that if of work he finally secured the financial backing to create a film about you take care of the land, the land will take care of you.” the rainforest for IMAX and giant-screen theaters. Filming of Great Bear —Douglas Neasloss, Chief Councillor, Kitasoo/Xai’Xais Nation Rainforest began in 2016, and it pushed the envelope in terms of what had previously been done in wildlife filmmaking. In the northwest corner of British Columbia, between Alaska and the A quarter century ago the Great Bear Rainforest was formally northern tip of Vancouver Island, lies a land of forest green and sparkling designated a Timber Supply Area, or tsa, by the Canadian government. blue. This place is home to an immense array of wildlife: vast schools Back then, few people outside the Great Bear’s borders knew it even of herring, spirit bears and their grizzly bear cousins, coastal wolves, existed, and even fewer knew of the First Nations people who have black bears, herons, humpback whales, eagles, all five species of salmon, occupied its rich, treed wilderness for thousands of years. As more and ancient cedar trees, clams, sea urchins, seals, ravens. The biodiversity more people learned about the fabled rainforest and the bears and wolves

Great Bear Rainforest — Educator’s Guide • 4 5 • Great Bear Rainforest — Educator’s Guide and people who call it home, more and more voices spoke out for its ABOUT THE GREAT BEAR RAINFOREST BOOK protection. First Nations communities patiently but forcefully kept reminding the Canadian government that their rights and title have never For an in-depth look at the making of a wildlife film in such a remote been surrendered and that protecting their traditional territories was vital and rugged locale, pick up a copy of Great Bear Rainforest: A Giant Screen to their culture and history. Adventure in the Land of the Spirit Bear (Orca Book Publishers, 2019). Today 30 percent of the Great Bear Rainforest has been protected The book includes: from industry and development. The Government of Canada has taken • additional science and ecology content, such as keystone, foundation the first step toward protecting the marine environment with a pledge and umbrella species, bubble-net feeding, kelp forests, genetic to protect 10 percent of the seabed by the year 2020. Canada promises inheritance and adaptation; additional protection in years to come. • expanded content about some of the First Nations who live in the Much has been done to protect the Great Bear Rainforest since Great Bear Rainforest; its designation as a tsa, but there is still much to do to bring back the • expanded content about conservation in the Great Bear Rainforest, abundance that once characterized this coast. Wild salmon, whales, such as the end of the grizzly bear trophy hunt, concerns about fossil herring and many other species all need conservation attention. The film fuel spills, overfishing in both the commercial salmon and herring gives viewers a glimpse of how precious but also how fragile the Great fisheries; Bear Rainforest is. It shows the richness, both ecologically and culturally, • behind-the-scenes clips from the making of the film; and of the rainforest, and it will, hopefully, also inspire public participation in • profiles of the film crew. its protection. For more books about the Great Bear Rainforest from Orca Book Publishers, visit greatbearbooks.com.

Great Bear Rainforest — Educator’s Guide • 6 7 • Great Bear Rainforest — Educator’s Guide SUMMARY OF THE LEARNING PLANS Learning Plan 4 (3–5) Mapping the Great Bear Rainforest Learning activities are based in twenty-first-century skills, many with Mapping and spatial skills a basis in inquiry that scales according to age. Several learning plans Topics: exploring classical maps/globes/atlases, exploring Google Maps, are created around one or more of the Next Generation Science analyzing landforms, longitude and latitude Standards and also connect with standards in other subject areas (for example, English Language Arts, Health/Planning, Social Studies). Learning Plan 5 (4–6) Each learning plan is created with a specific age band in mind and When Things Don’t Go as Planned offers: Coping with disappointment, change and failure • materials and length for each lesson within the learning plan; Topics: identifying emotions, coping mechanisms, empathizing, reframing, • an explanation of how the learning plan connects to the imax film; mindset • necessary background for teacher understanding; • activity/activities; Learning Plan 6 (6–8) • blackline masters (if applicable); When You Change an Ecosystem • web links (if applicable). Herring as a foundation species for the Great Bear Rainforest Below is a brief description of the nine learning plans included in Topics: foundation species, industrial commercial fishing, conservation, this guide. By viewing the filmGreat Bear Rainforest and incorporating research, writing an argument the lessons and resources found here, teachers can build a robust way to talk about the Great Bear Rainforest, concepts in ecology, and Learning Plan 7 (9–12) conservation and sustainability. Connecting with Climate Change Examining climate models to forecast climate change Learning Plan 1 (K–3) Topics: heat maps and other global climate models, research, forecasting, When Herring Bring the New Year interviewing Honoring the land and its gifts Topics: Recognizing the Earth’s resources and bounty, expressing Learning Plan 8 gratitude, acknowledging emotions in others Systems in Harmony Intraspecies cooperation to ensure and enhance survival Learning Plan 2 (1–3) Topics: healthy ecosystems, cooperation, research, Reconciliation, systems A Close Examination of Habitat thinking Habitat observation Topics: observation skills, connecting with nature, making and Beyond the Scenes recording observations Exploring the Ocean of the Great Bear Using real-time data from remote locations Learning Plan 3 (2–4) Topics: networking, undersea cabling, ocean observation and health Rainforest Communities Intraspecies interdependence Topics: community composition and cooperation, creating a model, constructing an argument

Great Bear Rainforest — Educator’s Guide • 8 9 • Great Bear Rainforest — Educator’s Guide LEARNING PLAN 1: WHEN HERRING BRING THE NEW YEAR LEARNING PLAN 1: Materials and Resources WHEN HERRING BRING THE NEW YEAR • link to well-known songs that express gratitude: mindfulteachers.org/2015/11/songs-about-gratitude.html Grade level K–3 • musical instruments: drums, xylophones, sticks, bells, etc. Lesson 1 ~45 minutes • an outdoor space—your schoolyard or the neighborhood will do

Theme: Honoring the land and its gifts Teacher Prep Day 1 English Language Arts Standards • Read the following background information about herring so • CCSS.ELA-LITERACY.SL.K.2–3.2 Recounting key ideas or that you’re ready to share it with your students. (Information is details from information presented through media. excerpted from the research notes and manuscript of Great Bear Rainforest: A Giant Screen Adventure in the Land of the Spirit Bear, Emotional Intelligence Skills Ian McAllister and Alex Van Tol, 2019, Orca Book Publishers). • recognizing the emotions of self and others (self-awareness, • You can also read the Herring Backgrounder in this guide empathy) (Learning Plan 6). • acknowledging different ways of showing gratitude and honor • exploring and expressing gratitude for things in the natural world (resilience, curiosity) The herring is important to the Heiltsuk First • acknowledging commonality between cultural groups in the Nation’s culture. Not only does the herring spawn way each expresses gratitude for the Earth and its resources mark the beginning of their new year, signaling the (relationships, empathy) end of a long winter, but the eggs (roe) themselves provide a rich source of food. “When the herring Learning Plan Overview come, everything else comes alive,” says Saul Brown In this lesson children will reflect on the Indigenous way of honoring (H’ áziłba, pronounced Ach’ebuh), who took part in the land and committing to care for it so that it continues to sustain the filming. “The whales come to feed on them, the their way of life. They will make connections to their own lives by wolves, the marine and terrestrial animals come to identifying things they can be thankful for. The lesson will culminate feed on them…everything comes alive.” with the children creating a song of thanks that recognizes the way the Earth supports and sustains them. “I believe to be well we need to eat our traditional From the Film foods, we need to harvest our traditional foods, and In the film, we can see the joy on the faces of the Heiltsuk fishers that brings us in contact with our lands and waters, out on their boat, working together to collect the hemlock branches which we’ve intimately known for a long time but that hold millions of herring eggs—an important source of food and often forget about if we’re not out in the land and celebration. As they work, cutting branches and neatly stacking them water and using it, and serving it as a purpose and in the boat, we hear children singing. It is their community’s children it being purposeful back to us the way our ancestors singing a traditional song that celebrates the harvest. did.”—Saul Brown

Great Bear Rainforest — Educator’s Guide • 12 13 • Great Bear Rainforest — Educator’s Guide 4. 10 minutes—Go on a “walk of thanks” in the community near your school. You don’t even have to leave the schoolyard if you don’t want to. There is enough for students to be grateful for just outside the door. How about the clouds, for providing moisture that we need to drink and bathe? What about the trees, for cleaning our air and providing shelter for so many animals? How about the sun, for feeding every plant so that they can feed us and the animals we eat? What about the oxygen in the air? How about the worms in the soil beneath you? How about eyes to see with? Feet to walk on? Hands to touch the grass and feel the rain?

Day 2 (~35 minutes) Day 2 1. 10 minutes—Gather the students. Let them share stories of their • Bring your box of musical instruments with you. experiences during their “walk of thanks.” Talk about how much gratitude they discovered during the exercise. Draw parallels between Day 1 (~35 minutes) their appreciation for the Earth and the appreciation traditionally 1. 10 minutes—Ask children to recall the part from the film where the Heiltsuk fishers are out on shown by Indigenous people. How would we feel inside if we all their boat, collecting hemlock branches. Did they hear the children singing? And did any students did that more often? If we stopped to thank a tree for growing, or remember what the narrator said about why they were singing? [because they were celebrating the expressed our respect to the sun for warming us, or told a bird that its harvest/herring] Ask students to think about why the children would be singing this song of thanks. song was beautiful? Steer children toward a recognition that focusing Talk about the fishers’ gratitude for the ocean, for the fish that will feed their community, for the on the many things they can be grateful for is a healthy way to think. tradition of fishing in a similar way to what their ancestors have done for thousands of years. Talk about how our relationship with the planet might be healthier, 2. 10 minutes—Have children think of other songs of gratitude. Do they know any? What songs do too, if we spent more time honoring the land for sustaining us. people sometimes sing before they eat? What about worshipful songs? Mantras? Encourage children 2. 5-10 minutes—Invite children to create their own song of thanks. to share their songs of thanks through singing them. Chances are, more than one child will be familiar They can fan out into their own space and take an instrument with with a few of the songs, and you may get a few people singing! Share one of your own from your them if they like. Let them know they can focus on anything to honor, childhood, or play a couple from the link we’ve provided. big or small. They can sing to the Earth or to themselves or to their 3. 5 minutes—Talk about the importance of the herring for the Heiltsuk First Nation. Like other parents or to the herring or to the school… If they want to dance, let Indigenous groups, these people—their culture, their language, their food, their learning—have them dance. However they want to move their bodies and make noise been deeply connected to the land for thousands of years. (To help the children make sense of how to express their appreciation, make space for it. long these First Nations civilizations have lived in this part of the world, explain that these people’s 3. 10-15 minutes—Gather and have the children share their songs. ancestors likely lived at the same time as the mammoths.) It has always been important for them to honor the land and the ocean that feeds and sustains them. Singing a celebration song while gathering herring eggs is one way of showing respect to the Earth. Another is fishing carefully, by letting the herring lay their eggs on branches instead of catching the whole fish and taking the eggs out of its stomach. This is a wise way of making sure they never take more from the ocean than the ocean could support.

Great Bear Rainforest — Educator’s Guide • 14 15 • Great Bear Rainforest — Educator’s Guide LEARNING PLAN 2: A CLOSE EXAMINATION OF HABITAT LEARNING PLAN 2: From the Film A CLOSE EXAMINATION OF HABITAT There is much to observe in Great Bear Rainforest. The film offers sweeping panoramic shots taken from the helicopter and drone; close-ups of organisms like the wolf eel, the sea anemone and the spirit Grade level 1-3 bear; and noises from the rainforest like falling rain, ravens cawing, bears snuffling, whales blowing Lesson 1 ~35 minutes and surf scoters screeching. Lesson 2 ~45 minutes Materials and Resources Theme: Habitat observation • a book that can form the basis for a conversation with children about observation skills. Suggested titles: English Language Arts Standards ŒŒRobert Bateman: The Boy Who Painted Nature, by Margriet Ruurs and Robert Bateman (2018, • CCSS.ELA-LITERACY.RL.1.4–3.4 Describe how words and phrases provide meaning and sensory Orca Book Publishers) details in a story ŒŒLooking and Seeing: Learning to Observe, by Carol J. Rosen Chihara (2011, Bookstand Publishing) • CCSS.ELA-LITERACY.SL.1.1–3.1 Participate in collaborative conversations with diverse partners ŒŒI Took a Walk, by Henry Cole (1998, HarperCollins) about with peers and adults in small and larger groups • chart paper, whiteboard or something to capture and display student ideas as they talk about what they observed in the film NGSS Standards • a natural, wild or park area that’s within walking distance of your school, where students can fan • 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats out and sit independently, quietly observing the habitat surrounding them; this could even be your schoolyard if there are sufficient natural features. Try for a place with long grass, trees, bushes, a Learning Plan Overview stream or pond, etc., as these features provide habitat for more species. In this learning plan students will review their observations of the diversity of life in the Great Bear • a notice to send home with students about proper clothing for a nature observation; any risk Rainforest. Then, guided by the teacher, students will deepen their understanding of what it means to assessments your school requires for off-site trips really observe something. They will practice their observation skills by a) taking a nature walk and b) • class set of photocopies of Observing the Diversity of Life spending time alone in nature, looking and listening to their surroundings. The learning culminates with students recording their data in a visual form.

Great Bear Rainforest — Educator’s Guide • 18 19 • Great Bear Rainforest — Educator’s Guide Teacher Prep black bear falling out of a tree). Leave plenty of space between different Day 1 observations on the whiteboard, so that as this lesson progresses you’ll • Bring your chosen book about observation skills to share with students. have room to add detail to each of them. This also models for students • Prepare chart paper, section of whiteboard or a Word doc projected how to organize their thinking when recording their observations. on the screen to record student observations from watching the Great 2. 10 minutes—Read your chosen book about observation again. Talk Bear Rainforest film. about the parts of the book where the main character notices important Day 2 things about their surroundings or about their subject. Does the • Organize three to four parent volunteers (or older students) to character slow down? Get quiet? Stand very still? accompany you as you take the students out to make their observations 3. 10-20 minutes—Highlight for students the importance of observation in a natural area. in understanding our world—in the case of Great Bear Rainforest, a • Send home a notice: on the day of the outing, children should have collection of habitats that are rich in different kinds of life (biodiversity). proper outerwear to stay warm (or cool!), dry and comfortable, Have them think about a particular scene in the movie that they depending on your climate. remember clearly. Invite students to pull forward more details about Day 3 those scenes. For example: When the eagle caught the fish, her talons • Photocopy Observing the Diversity of Life, one for each learner. arced downward toward the water. She looked down at the fish, and she stopped beating her wings. Then the water splashed up around her To Do Before Viewing Great Bear Rainforest feet as she grabbed the fish and pulled it out of the water. She resumed (setting up the learning) beating her wings so she could climb back into the air, and then she Tell students you’re all going to watch Great Bear Rainforest on the giant straightened her neck to look forward again. screen. In summarizing the film, let them know that they will see and hear As the students share their observations from Great Bear Rainforest, many different animals and things in the forest habitat (e.g., bears, rivers, invite learners to reenact those moments with their bodies. If someone wolves). As they watch, you want them to use their seeing and hearing remembers a bear splashing through a stream, splash through a skills to help them really observe what’s happening in the film. Now stream! Does somebody remember a humpback whale surfacing to introduce the book you’ve selected. Set the stage by telling the students grab a mouthful of herring? Create gigantic humpback mouths with that you’re sharing this book to teach them about the power of carefully your arms, and catch those herring! Let your little learners stretch and observing things in their natural habitat. Share the book by reading it bend so that they begin to create a physical connection to the learning, to them, and let them have lots of time to look at the images. Can they encoding it with a different modality. As the children communicate imagine the noises they might hear if they could step into the habitat that (and enact) their observations, write these extra details down on the is pictured? What smells might they pick up on? What might they feel? whiteboard. 5. 5 minutes—Set the stage for the next day’s learning. Tell students you Day 1 (~35 minutes) will be going outside to visit a natural area so that they can practice 1. 5 minutes—Review the term habitat to ensure all children understand. their observation skills in the real world. Remind them to dress for the Ask learners to think back to the film. Were there different kinds of weather, because they’ll be sitting quietly in nature—on the ground— habitats? What sorts of things did they see in those different habitats in for about 10 minutes. the rainforest? What sounds did they hear? Record students’ thoughts and observations on the whiteboard (or chart paper). Don’t worry Day 2 (~45 minutes) about details at this stage; just jot down their general observations (for 1. 5 minutes—Head out on your nature walk. If a student wants to bring example, the spirit bear, a school of herring, an eagle catching a fish, the along paper and a pencil, that’s fine, but it’s not required at this time.

Great Bear Rainforest — Educator’s Guide • 20 21 • Great Bear Rainforest — Educator’s Guide The idea is to simply observe, to sit quietly and be still, to watch, to OBSERVING THE DIVERSITY OF LIFE listen, to smell and to notice. 2. 5 minutes—Model for students what sitting quietly in nature looks like. Find a place to sit, demonstrate how to sit comfortably so you The habitat I observed is… don’t have to wiggle around, and show them how to close their eyes to bring their listening sense into focus. As you listen, tell them what you hear. Then open your eyes and show them what visual observation looks like. When you find something interesting to watch, explain what you’re doing. Move slowly, and talk softly. 3. 10-15 minutes—Have the children spread out and find their own Sounds that I heard Details about those sounds places to sit. This is not the time for buddy work! Have parents or senior students fan out to check on all the kids as they get settled. Make sure they’re alone, sitting comfortably and able to view a good amount of their natural surroundings. Sit for ten minutes (if the kids are able), listening, smelling, looking. If children become restless, invite them to lie down or change body position instead of standing up and moving around, as this will disturb other students. 4. 5 minutes—Head back to the school. When students are comfortable and have settled down from being out in the fresh air, hand around a Plants and animals that I saw Details about those organisms copy of Observing the Diversity of Life. As you do, talk about the word diversity. What meanings do children have for this word? It can mean different things, but its general definition is “different kinds.” That’s what they’re going to be recording now—the different kinds of things they observed on the nature walk. 5. 10 minutes—Have children record their observations on the page. Encourage them to use a mixture of drawings and printing to communicate their observations. Spell words on the whiteboard as they are requested. Let them use colorful markers, pencils, pens, crayons—whatever they like to get their thoughts down on the page. 6. 5–10 minutes—Gather the students for a debrief. What did they love Smells that I smelled Details about those smells about today’s work? What did they learn today that they would not have learned on a screen? How does that experience help them learn differently or better? Talk about the importance of dressing for the elements. How do they think scientists and researchers handle long periods of observation? Encourage children to share their observations if they want to.

Great Bear Rainforest — Educator’s Guide • 22 23 • Great Bear Rainforest — Educator’s Guide LEARNING PLAN 3: RAINFOREST COMMUNITIES about family groupings as communities. Then students investigate sea otters, humpback whales and coastal wolves.

From the Film Many animal communities rely on each other to survive in the Great Bear Rainforest. In Great Bear Rainforest we see how sea otters care for their young in the shallow kelp beds along the north coast of British Columbia.

Materials and Resources • Rainforest Communities—graphic organizer for capturing information after watching videos and reading about animal communities • Rainforest Animals—blacklines of sea otters, humpback whales, LEARNING PLAN 3: wolves that children can cut out when creating their model, if they RAINFOREST COMMUNITIES wish to use pre-drawn images • materials for learners to create posters, mobiles, weavings, chains or Grade level 2–4 3-D webs: Three lessons, ~45 minutes each ŒŒposter board, magazines, strips of construction paper, copies of Rainforest Animals for learners to cut animal pictures from Theme: Intraspecies interdependence within rainforest ecosystems ŒŒsingle-hole punch ŒŒscissors English Language Arts Standards ŒŒglue, tape, brads or fasteners • CCSS.ELA-LITERACY.RI.2.2–4.2 Determine the main idea of a text, recount the key details, ŒŒmarkers explain how they support the main idea ŒŒfabric, twine, yarn • CCSS.ELA-LITERACY.SL.2.1–4.1 Engage in collaborative discussions with diverse partners, ŒŒtwigs or other natural elements building on others’ ideas and expressing their own ideas • CCSS.ELA-LITERACY.W.2.7–4.7 Participate in shared research and writing projects Teacher Prep • CCSS.ELA-LITERACY.W.2.8–4.8 Gather information from provided sources to answer a question Day 1 • CCSS.ELA-LITERACY.SL.2.4–4.4 Report on a topic with appropriate facts and relevant, descriptive • Preview the following links to these BBC videos: details, speaking clearly at an understandable pace ŒŒWhales’ Bubble Net Fishing (~4 minutes) youtube.com/watch?v=Q8iDcLTD9wQ NGSS Standards ŒŒA Sea Otter’s Life (~3 minutes) • 3-LS2-1 Construct an argument that some animals form groups that help members survive youtube.com/watch?v=Q4MxLqWRobM ŒŒSea Wolves Score a Treat (~2 minutes) Learning Plan Overview youtube.com/watch?v=gnTn4iWA_os In this learning plan students investigate animal communities in the rainforest. They learn about how • Photocopy a class set of Rainforest Communities. each of these animals works together within their own groupings to obtain food and defend themselves. The teacher begins by helping children create connections to what they already know, i.e. by talking

Great Bear Rainforest — Educator’s Guide • 26 27 • Great Bear Rainforest — Educator’s Guide Day 2 • Photocopy enough blackline masters so each child can choose one rainforest animal to cut out. • Gather poster board, twigs, twine, glue, scissors, etc. from the materials list so children have ready access to these items in creating their models.

Day 3 • No prep

To Do Before Viewing Great Bear Rainforest (setting up the learning) Connect with learners’ prior understanding of communities, where the individuals in those communities work together to procure food, stay safe and keep each other well. Ask: What makes a community? Guide the 3. 15 minutes—Allow children to sit or stand where they are comfortable. Watch the three clips: children’s thinking toward the family as a key community that helps to a. Whales’ Bubble Net Fishing accomplish these goals. Have them think of examples of how their family b. A Sea Otter’s Life fits into the description of a community. Record these on one side of a c. Sea Wolves Score a Treat two-column chart so children can see their personal connections. Broaden After each clip, have students share their observations of how this animal group works together the conversation to what learners think a community in a rainforest to help each other survive. might look like. You may wish to show a few images of animals living in 4. 5 minutes—Designate three areas in the room, one for each animal. Have each child decide which rainforests—both tropical and coastal temperate—so children can quickly animal interests them the most. Then have each child take a copy of Rainforest Communities to grasp the connection. Help the children articulate the ways rainforest their designated area, where they will join other learners interested in the same animal. animals might similarly form communities that look out for one another. 5. 5 minutes—In their groupings, have learners retell scenes and recall evidence from the videos and Record these on the other side of the chart. Tell the children that they’ll Great Bear Rainforest that proves some animals form groups that help members survive. Each child be learning more about rainforest communities in Great Bear Rainforest. can record these thoughts on their page through both pictures and words. Move around to each group to hear the conversations and help learners find the right words to capture the main ideas. Day 1 (~45 minutes) Extension: Encourage deeper research and engagement with the material by making 1. 5 minutes—Gather learners together. Hand each a small slip of paper available a selection of nonfiction books for students to consult when seeking evidence of and a marker. Talk about what they learned about communities while animals helping each other survive. watching Great Bear Rainforest. As one child shares an observation, 6. 5 minutes—Gather together and have children share their observations. Collect student copies of invite another child to write it down and then stick it to the whiteboard Rainforest Communities for the next lesson. Let them know that in the next class they will be so everyone can see. (Paraphrase the message so it’s easy to spell—and creating a model that shows how their animals help others in their community survive. Encourage invite other learners to help with the spelling.) them to look for evidence, when they go home tonight, that their family members do the same. 2. 5 minutes—Ask learners to share ways the rainforest animals’ communities worked together to find food or care for each other. Record these as well. Did they see any examples of animals who generally don’t group together for survival?

Great Bear Rainforest — Educator’s Guide • 28 29 • Great Bear Rainforest — Educator’s Guide Day 2 (45 minutes) RAINFOREST COMMUNITIES HANDOUT 1. 5 minutes—Have learners think back to yesterday’s lesson on rainforest communities. Who has an observation about how their own family Many different animals live in communities in the Great Bear Rainforest. The one I chose to learn works to help its members survive? more about is: ______. 2. 5 minutes—Outline today’s work to the children. They will choose a creative way to demonstrate how that animal community works Here are some ways that these animals help each other survive: together to survive. Orient them to the materials available for creating their model—glue, scissors, twigs, yarn, blackline cutouts of their Behavior #1 Behavior #2 rainforest animal, poster paper. Tell children they may absolutely help one another in their work, but that they each will create their own representative model. Let learners know that they may be asked to show and explain their model, so to think about their decisions as they work. 3. 20–30 minutes—Allow children to work wherever they are most comfortable in the room. Move around the room and connect with each child, if you can, to ask questions about their reasoning and choices. As children work, emphasize their job of showing the interconnectedness of individuals in an animal community: their model should show in n some way the interconnectedness of the community members (e.g., My A imal yarn that is woven together; paper-chain rings that are linked; lines drawn on a poster). Early finishers can help others or tidy the work areas. Use this as a teachable moment: they, too, are working together as a community to help each other do their jobs well.

Day 3 (45 minutes) 1. 5 minutes—Connect back with yesterday’s work of creating models of animal communities. What parallels do learners see between their families and the animal groupings they studied? 2. 30 minutes—Gather the group so that those who would like to present their models can do so. Ask them to show evidence (create an argument) that their chosen animal benefits from living in a cooperative community. Record in a chart on the whiteboard or on paper all the different ways animal groupings can be advantageous. For children who are hesitant about presenting independently, help them interpret their work for the class or invite another student to assist. Behavior #3 Behavior #4 (Again, another example of a community helping its members to do their work.) 3. Display the children’s work around the classroom.

Great Bear Rainforest — Educator’s Guide • 30 31 • Great Bear Rainforest — Educator’s Guide RAINFOREST ANIMALS LEARNING PLAN 4: MAPPING THE GREAT BEAR RAINFOREST

Great Bear Rainforest — Educator’s Guide • 32 From the Film The film opens with grand aerial landscapes of the Great Bear Rainforest: forests climbing the sides of jagged mountains; roaring waterfalls; snowy glaciers; and misty fjords. Several minutes in, viewers see a globe that shows the locations of the world’s coastal temperate rainforests, most of which are now destroyed. The Great Bear Rainforest is highlighted on the western edge of North America, as the narrator identifies its location along 500 miles of the British Columbia coastline.

Materials and Resources • projector and screen so you can use Google Earth • globes • atlases LEARNING PLAN 4: • class set of laptops (or your school’s computer lab) MAPPING THE GREAT BEAR RAINFOREST • class set of Map of North America • class set of Map of the Great Bear Rainforest Grade level 3–5 • students’ coloring materials (markers, pencil crayons) Two lessons, ~45 minutes each

Theme: Mapping and spatial skills Teacher Prep Day 1 English Language Arts Standards • Prepare projector and screen for use with Google Earth. • CCSS.ELA-LITERACY.RI.3.7–5.7 Interpret information presented visually or quantitatively and • Arrange to have your class use the school laptops or be in the computer explain how the information contributes to understanding lab.

NGSS Standards Day 2 • 4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features. • Photocopy class sets of both maps.

Learning Plan Overview Day 1 (~45 minutes) Students will connect what they’ve seen in Great Bear Rainforest to a map of British Columbia, where 1. 10 minutes—Have students think back to the landscapes they saw in the Great Bear is located. Using Google Maps, the educator will guide students in positioning the the film. Talk about what they remember from the movie—the ocean, Great Bear in North America, then in British Columbia. Discussion will include features of the map, the islands and archipelagos, the waterfall, the snowy mountains, such as compass and longitude and latitude. Learners will explore the area’s topography and geography the river valleys, the forest near the ocean. Remind students that using satellite images and will then translate their learning into a map of their own creation using the film also mentioned how this is a super-productive area due to atlases, globes and Google Maps. the cold water holding more nutrients than warm water does. What alterations might climate change introduce into the environment if the water keeps warming? 2. 20 minutes—Ask students: Where is British Columbia? Where is

Great Bear Rainforest — Educator’s Guide • 34 35 • Great Bear Rainforest — Educator’s Guide the Pacific Northwest? Use Google Earth to investigate. Enjoy Day 2 (~45 minutes) your explorations with the students. 1. 10 minutes—Have students think back to yesterday’s map explorations. What do they enjoy about a. Start with “North America” so students become oriented using Google Maps? What did they like and remember about exploring the Great Bear Rainforest? to the continent. 2. 5 minutes—Explain that today students will be transposing some of the information from Google b. Enter “Canada” and talk about the landforms they see Maps onto a blank map of the Great Bear Rainforest. Hand out a blank map of North America and (e.g., Hudson Bay, snow-capped mountains in the west, tell students this is their reference so they can see at a glance where the Great Bear fits. forest stretching from northwest to southeast). 3. 30 minutes—Hand out copies of the blank map of British Columbia. Have students consult the c. Scale to “British Columbia.” Take a few minutes to look at globes, the atlases, Google Maps and other mapping materials in order to put together a meaningful the topography of the province. Where are the mountains? representation of the Great Bear Rainforest. Students should use their colors to represent and reflect Where’s the continental shelf? Where is the Alaska the following: panhandle? a. landforms like mountains and valleys d. Search “Great Bear Rainforest.” Google Maps will zoom b. watersheds, rivers, streams you in really close! Zoom back out again so you can show c. ocean and coastal areas students how the Great Bear fits within the bc coastline. d. areas of snow or glacier cover You will see the town of Hartley Bay, home of the Gitga’at e. areas of human settlement (towns) First Nation, where Nelson and his dad, Marven, live (they’re the people from the film who keep a watch on the 4. 5 minutes—As a concluding activity, gather students and ask them what part of the Great Bear spirit bears). Rainforest they are most drawn to. What part of this region would they want to learn more about? e. Move the mouse farther north, toward Bella Bella. This is The mountains? The ocean? The wolves? The Kitasoo Xai’Xais bear researchers? How the trees use where fisherman Saul Brown lives, in the Heiltsuk Nation. the salmon? And bear researcher Mercedes lives with her family in Kitasoo Xai’Xais territory, farther south in Klemtu.

3. 5 minutes—Once you’ve had a chance to explore, ask students about some of the features on the map. Where is the compass? Where is the longitude and latitude? Help students understand what these measurements are used for. A globe is useful for introducing the concepts of longitude and latitude. (Be sure to explain to students that lines of longitude and lines of latitude are not actual lines on the ground! They’re like meters and yards, units of measure that help us understand our world.) 4. 10 minutes—Allow students some time to investigate Google Maps, either alone (if you have enough computers) or with a partner. Let them have this time to further their exploration of the Great Bear Rainforest or, if they prefer, to check out another part of the world. It doesn’t matter whether they choose to go to Hollywood or Morocco; allow their curiosity to drive their learning. Circulate and engage with students as they explore.

Great Bear Rainforest — Educator’s Guide • 36 37 • Great Bear Rainforest — Educator’s Guide MAP OF NORTH AMERICA MAP OF THE GREAT BEAR RAINFOREST

Great Bear Rainforest

Great Bear Rainforest — Educator’s Guide • 38 39 • Great Bear Rainforest — Educator’s Guide LEARNING PLAN 5: WHEN THINGS DON’T GO AS PLANNED film, as students get to see a bit of the work and energy that goes into making a film like this. Here, students will watch the clip several times, paying close attention to the occasions where the film crew experienced disappointment, failure, setbacks or unexpected changes. We want them to note these events and dig deeper into how the film crew might have managed their feelings arising from those setbacks. The last part of the learning is for students to use a similar lens when looking at their own disappointments, challenges, setbacks and failures, and to increase their capacity to choose the mental habits (tools) that will best serve them to stay focused and positive.

From the Film Even though the film itself is only forty-one minutes long, creatingGreat LEARNING PLAN 5: Bear Rainforest for IMAX was nearly a three-year process. Ian McAllister WHEN THINGS DON’T GO AS PLANNED worked full-time on the project, and many film crew and experts were also brought in to help with the filming. As students will see in the behind- Grade level 4–6 the-scenes (bts) film, the crew had to face myriad problems and failures Two lessons, ~45 minutes each as they worked together to create this important story.

Theme: Coping with disappointment, change and failure Materials and Resources • link to the behind-the-scenes video English Language Arts Standards • Emotions, a sheet that lists human emotions (one per student—this • CCSS.ELA-LITERACY.SL.4.2–6.2 Interpret information presented in diverse media and formats is important as a handout, as the act of circling/shading the emotions and explain how it contributes to a topic creates deeper learning than just looking at it on a screen) • CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to convey ideas and information • Behind the Scenes excerpts from the book (4) clearly • When Things Don’t Go as Planned

Emotional Intelligence Skills Teacher Prep • empathizing with others when they experience challenging situations (ethics, empathy) Day 1 • identifying and naming emotional states (self-awareness, self-regulation) • Photocopy a class set of Emotions. • critically evaluating coping mechanisms and assessing their applicability to one’s own life (self- • Prepare the behind-the-scenes clip for students to watch. awareness, self-regulation) • recognizing feelings that arise from fear, failure, disappointment and change, and responding to Day 2 those feelings with self-talk and growth mindset (self-regulation, resilience) • Prepare the Behind the Scenes excerpts for sharing on the projector/ screen. Learning Plan Overview • Photocopy a class set of When Things Don’t Go as Planned. In this learning plan, students will watch the behind-the-scenes (bts) video of the making of Great Bear Rainforest. This short clip is really enjoyable to watch, especially following the screening of the actual

Great Bear Rainforest — Educator’s Guide • 42 43 • Great Bear Rainforest — Educator’s Guide 4. 15 minutes—Talk through some coping mechanisms. Students are likely familiar with these and can offer even more than you’ll find in the list below. What kinds of tools could the crew use at those times when things went wrong? Examples of positive coping mechanisms include a. focusing on what actually is working; b. reminding yourself that the current situation and discomfort will not last forever; c. bringing your attention to your breath and keeping it there; d. reframing the situation so that you can see what’s good about it; e. supportive self-talk that reminds you of your power to choose outcomes; To Do Before Viewing Great Bear Rainforest (setting up the learning) f. taking a problem-solving mindset; and Start the conversation with something learners can relate to, whether it’s making a movie, building g. asking for help. a robot or building a bridge or skyscraper. All of these things take a long time and require lots of different people working on the project. And sometimes things don’t go as planned. Let students know Day 2 (~45 minutes) there is a lot more behind the filming ofGreat Bear Rainforest than they actually see in the forty-one- 1. 25 minutes—Share some behind-the-scenes excerpts from Great minute movie. The weather gets in the way, or someone becomes sick, or a critical piece of gear breaks. Bear Rainforest: A Giant Screen Adventure in the Land of the Spirit Maybe no wildlife shows up on the day the crew was supposed to shoot. As students watch the film, Bear. After you read each one with/to the students, ask what feelings have them think about the challenges of filming in such a wild, remote location. How did the weather that crew member might have struggled with. What coping tools affect the filming? What about wildlife encounters? might have turned their mental framework around for the better? Talk about the coping mechanisms that you brought up last class. Day 1 (~45 minutes) 2. 10 minutes—Challenge students to each think about a time when 1. 5 minutes—Allow students to talk about their experience of the film. What did they really enjoy? they experienced a disappointment, setback or failure. What What part do they have more questions about? Talk about some of the challenges they think the crew were some of the emotions they felt? What were some of the would have faced in filming such an epic project. negative thoughts they developed? Did they cope well or not well 2. 5 minutes—Screen the behind-the-scenes video for Great Bear Rainforest. Before clicking PLAY, at all? What positive coping strategy/strategies could they have remind students to pay attention to those times when things went sideways. What challenges and used to shift their outlook from one of failure to one of growth or setbacks did the crew face? How would the crew members have felt about those challenges? opportunity? Model this line of thinking with an example from 3. 10 minutes—Hand out Emotions. Have students circle or shade in the emotions they predict the your own life. crew members felt when something blocked their progress or presented a challenge during the 3. 20 minutes—Hand out copies of When Things Don’t Go as filming. Watch the bts short again, and have students circle more emotions if they recognize (or Planned. You can mock up an exemplar on the screen for the infer) them. Students can infer their own emotions as part of this exercise too, circling how they students, using the personal example you just shared. Allow would feel if faced with some of the same situations: How would they feel if they spent all night awake students time to think and record their experiences on the page. during a winter storm on a boat? How would they feel if their gear was frozen stiff or wet at a time when they actually needed it?

Great Bear Rainforest — Educator’s Guide • 44 45 • Great Bear Rainforest — Educator’s Guide EMOTIONS WHEN THINGS DON’T GO AS PLANNED

Here is a list of positive and negative human emotions. You probably recognize quite a few of them Sometimes you make a mistake. Sometimes a situation takes a turn you didn’t expect, or an outside from your own emotional experience! force prevents things from going smoothly. And sometimes…you simply fail. Write about it in the box The more aware you are of your emotions, the more power you have to manage them maturely. below. Then work your way through the rest of the page. Not everything is going to go perfectly all the time. In fact, life is known for throwing curveballs. It’s One time I experienced a setback or failure was: how you react to those curveballs that determines your wellness—and your success. In the chart below, circle the emotions you think the Great Bear Rainforest crew felt when they hit challenges and obstacles in the filming.

Angry Sad Anxious Hurt Embarrassed Happy

Irritated Disillusioned Nervous Abandoned Confused Confident Here are some of the emotions I felt at that time: These emotions are normal. Everyone feels 1. ______them—especially when things go wrong. 2. ______What’s important is how I use my skills to Offended Dismayed Cautious Tormented Pathetic Elated 3. ______reframe my experience, so that I don’t just 4. ______focus on the negative. 5. ______Disgusted Tearful Worried Aggrieved Repugnant Relieved

Here’s how I used—or could have used—a positive coping mechanism to feel better: Impatient Pessimistic Skeptical Victimized Ashamed Relaxed

Spiteful Paralyzed Bewildered Deprived Guilty Excited

Defensive Depressed Confused Shocked Inferior Content

Here’s another positive coping mechanism that could be helpful: Annoyed Regretful Vulnerable Isolated Lonely Comfortable

Frustrated Mournful Stressed Betrayed Self-conscious Trusting

Grumpy Disappointed Afraid Jealous Isolated Thankful

Great Bear Rainforest — Educator’s Guide • 46 47 • Great Bear Rainforest — Educator’s Guide EXCERPT #1: EXCERPT #2 BEHIND THE SCENES: WOLF TAKES A SELFIE BEHIND THE SCENES: MAMA BEAR, UP CLOSE AND PERSONAL

From Great Bear Rainforest: A Giant Screen Adventure in the Land of the Spirit From Great Bear Rainforest: A Giant Screen Adventure in the Land of the Spirit Bear, by Ian McAllister and Alex Van Tol (Orca Book Publishers, 2019) Bear, by Ian McAllister and Alex Van Tol (Orca Book Publishers, 2019)

One of the limitations of filming for the imax screen is the sheer size and weight of the cameras and Picture this: It was the end of a long day of shooting in the fall, and the crew was tired. Ian and his lenses. Typically, the cameras are mounted on a tripod. But carrying a huge tripod through dense gang were ready to head back to Habitat, so Deirdre headed back to the area where the crew had been rainforest is challenging. “You have to set it up, and then you have to get a camera on it and it’s noisy, filming to gather up the last few bags. Along the way, she spotted a mother grizzly with a cub in tow. and then you’re stuck in one place to film wildlife that are often on the move,” says Ian. Knowing that grizzly bears can sometimes be unpredictable, Deirdre chose to stop walking and wait Besides, Ian usually likes to film alone, because then he has a better chance of seeing wildlife. quietly for the duo to pass. “Imagine yourself walking down an alley at night and there’s one person coming at you,” Ian says. The mother bear kept walking—straight toward Deirdre. “It was the most awe-inspiring moment,” “You’re probably like, okay, but if there are three people coming at you, it’s like, oh, this isn’t so good. Deirdre recalls. When the grizzly sow was about ten feet (three meters) away—close enough that And I think wildlife often respond that way, where understanding the intentions of one person is a lot Deirdre could see the pupils of her eyes—she turned suddenly and headed in a different direction. Her different than understanding the intentions of multiple people.” cub followed suit. So that he could film alone in the forest, Ian asked the camera technicians to find a system that Working with wildlife requires patience, trust, understanding and good judgment. Working on would let him walk through the trees without lugging a tripod but still being able to capture a stable Great Bear Rainforest has taught the crew about more than just the world of the grizzly. “You definitely image. The solution was a backpack of sorts with a curved arm that arched up over Ian’s head and learn about yourself,” muses Deirdre. “I’ve learned a lot about myself over the past couple years.” transferred the weight of the camera from his arms to his hips. “It was an actual exoskeleton that I would wear,” says Ian. He was able to control the camera with a stabilizing gimbal attached to the arm, which kept the image stable even while he was walking. Or running, in some cases. When a sly wolf sneaked up and stole Ian’s GoPro camera, Ian gave chase through the trees. The wolf eventually dropped the GoPro, leaving Ian to retrieve it from the forest floor.

Great Bear Rainforest — Educator’s Guide • 48 49 • Great Bear Rainforest — Educator’s Guide EXCERPT #3 EXCERPT #3 BEHIND THE SCENES: WAITING FOR THE WOLVES (cont’d from previous page)

From Great Bear Rainforest: A Giant Screen Adventure in the Land of the Spirit Bear, by Ian McAllister and Alex Van Tol (Orca Book Publishers, 2019)

It was late days in the wolf shoot, and Tim was beginning to worry. He’d been out for two solid weeks, but he hadn’t yet captured any audio of a wolf howling. He was panicking: he only had two days left before he had to leave for his daughter’s wedding. What if he didn’t get any wolves? In the pre-dawn hours on the morning before Tim was scheduled to fly out, the radio crackled to life on Canadian Shore, informing the crew that a wolf howl had been pinpointed on one of the local islands. Discouraged, Tim went back to sleep: his recorder was strapped to a tree on a different island. No chance of getting that howl. In the morning, though, he asked a boat driver to take him and his gear to the island where the wolf howl had been reported, in hopes of capturing some wolf sound bites. He strapped his recorder to a mic and the digital recorder off in the distance in the trees, all recording. And from everywhere, ravens tree and set off for the beach with additional recording gear and a tripod. come in and start circling around him and yelling at him. So if you’re in the imax theater, they’re in the “So I’m walking on the beach by myself,” Tim recalls, “and walking right toward me is a big male roof. And he’s in the middle.” wolf. And I put the tripod down. And I hit record.” The wolf gave Tim seven howls over the course of eight minutes. When he was finished, he walked Thirty feet (ten meters) away the wolf stopped and looked at Tim, then looked away, toward a straight toward Tim and then past him, watching him the whole time. “Then he gets in the water and nearby island. “I figured he was going to jump in the water and swim away, or he was going to go back swims away. It was just unbelievable,” Tim says. “The next thing I hear is Ian on my radio: [crackle] into the forest where he came from,” Tim says. “And I’m looking at him and I said to him, Look buddy, Yeah, are you guys out there? And I’m like, Yeah. Ian, I can go home now. I got it.” you’ve gotta howl for me. I’m leaving tomorrow, literally. This is my last day. You’ve got to howl.” The wolf looked back at Tim, then turned to walk away. “And as he’s turning to walk away, he lifts his head and just howls,” Tim says. “And I’ve got a microphone pointing right at him, and the surround

Great Bear Rainforest — Educator’s Guide • 50 51 • Great Bear Rainforest — Educator’s Guide EXCERPT #4 LEARNING PLAN 6: BEHIND THE SCENES: YOU NEVER KNOW WHAT’S COMING WHEN YOU CHANGE AN ECOSYSTEM…

From Great Bear Rainforest: A Giant Screen Adventure in the Land of the Spirit Bear, by Ian McAllister and Alex Van Tol (Orca Book Publishers, 2019)

Interacting with dozens of large carnivores underwater is all in a day’s work for Ian. On more than one occasion, a curious sea lion has investigated him very thoroughly, usually by coming up behind him and putting its open jaws over his head. That might sound startling—and it was for Ian the first couple of times it happened. But after years of living in the rainforest and learning about their behavior, Ian understands that sea lions often explore their environment with their mouths. “You have this thousand- pound animal putting its jaws over your head and giving a little squeeze, but they’re really just trying to feel what it is,” Ian says. “You can imagine if they wanted to treat your head like a grape they could, but they don’t. They’re just curious. You kind of have to just have faith that they’re not going to keep pressing.” Ian indeed has that faith, because he realizes two things: First, sea lions are highly intelligent creatures with established natural cycles that don’t include humans as a cause of great concern. Second, following on from the first, humans aren’t part of their menu. They much prefer fish! Being able to observe and learn from the sea lions is a rush for Ian. “In the underwater world where we’re so clumsy and awkward and vulnerable, it’s amazing to have these sea lions, especially the big bull sea lions, moving around like mermaids. Sometimes you can be surrounded by thirty, forty, fifty of them, and they’re all trying to feel you with their jaws,” he says, laughing. “I think the closest I’ve ever been to drowning was just laughing so hard underwater having this happen to me.”

Great Bear Rainforest — Educator’s Guide • 52 • CCSS.ELA-LITERACY.W.6.7–8.7 Conduct short research projects to answer a question, drawing on several sources and generating additional questions for further research • CCSS.ELA-LITERACY.W.6.8–8.8 Gather relevant information from print and digital sources, using search terms effectively; assess the credibility and accuracy of each source • CCSS.ELA-LITERACY.W.6.9–8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

NGSS Standards • MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations LEARNING PLAN 6: WHEN YOU CHANGE AN ECOSYSTEM… Learning Plan Overview In this learning plan, students will learn more about the importance of Grade level 6–8 the herring in the Great Bear Rainforest and how these fish have over Lesson 1 ~55 minutes time been decimated by industrial commercial fishing practices in the Lesson 2 ~45 minutes North Pacific. They will also learn about conservation efforts to bring the Lesson 3 ~40–60 minutes (or assigned as out-of-class work) herring population back. Students will independently research a similarly threatened species of their choice and investigate conservation efforts. Theme: Herring: Foundation species for the Great Bear Rainforest They’ll finish the learning by writing a short essay asserting that changes— in this case, human-induced changes—to ecosystems affect populations. English Language Arts Standards • CCSS.ELA-LITERACY.RI.6.1–8.1 Cite textual evidence to support analysis of what the text says From the Film explicitly as well as inferences drawn from the text In the spring the herring return to the North Pacific coast. Their return • CCSS.ELA-LITERACY.RI.6.3–8.3 Analyze the interactions between individuals, events and ideas is very important to the Heiltsuk people—so important, in fact, that the in a text event marks the start of the Heiltsuk new year. In the film, Heiltsuk fisher • CCSS.ELA-LITERACY.RI.6.5–8.5 Analyze the structure an author uses to organize a text Saul Brown speaks about the sustainability of the traditional herring • CCSS.ELA-LITERACY.RI.6.6–8.6 Determine an author’s point of view or purpose in a text and fishery, noting that traditional First Nations harvesting practices allow analyze how the author distinguishes his or her position from that of others the fish to spawn up to six times over its lifetime. This is different from • CCSS.ELA-LITERACY.RI.6.8–8.8 Trace and evaluate the argument and specific claims in a text, the commercial herring fishery, where the whole fish is removed from the assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the ecosystem, never to spawn again. claims • CCSS.ELA-LITERACY.W.6.1–8.1 Write arguments to support claims with clear reasons and relevant evidence • CCSS.ELA-LITERACY.W.6.4–8.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience

Great Bear Rainforest — Educator’s Guide • 54 55 • Great Bear Rainforest — Educator’s Guide To Do Before Viewing Great Bear Rainforest (setting up the learning) Talk about ecosystems and how they function. What do students already know about rainforest ecosystems? Marine ecosystems? Prairie ecosystems? Mountain ecosystems? Meet them where they’re at—that is, if you live far from the ocean, choose a relevant nearby ecosystem like a stream or a forested area near your school. Talk about the different species that function as producers, consumers and decomposers in that ecosystem. What happens if one of those species is wiped out or significantly depleted? You can use an economic analogy to help students grasp the concept that an ecosystem needs all parts in order to function well as a whole (e.g., How would our community change if suddenly all the nurses and doctors walked off the job? Or all the people who run Materials and Resources grocery stores?) Tell them to pay special attention to the necessary parts • Herring Backgrounder—information for the teacher to share with the class of the rainforest ecosystem while they watch Great Bear Rainforest. • How to Evaluate Your Web Sources—to share with the class on the projector • Research Organizer: Species at Risk—one copy per student (note: this is double-sided, so be sure Day 1 (55 minutes) to copy both pages) 1. 5 minutes—Hook students’ attention by asking them to recall what • Writing an Argument—one copy per student they remember about herring from the film. You can have a student jot these observations on the whiteboard, or you can just talk about it. Teacher Prep What questions do they have after watching the film? (Students may Day 1 want to know what the industrial commercial fishery is like, or how the • Review Part A of the Herring Backgrounder so you’re prepared to lead the class in a discussion Heiltsuk use the roe, or why they use hemlock branches to collect the about this organism’s significance to the Great Bear Rainforest ecosystem. eggs, for example.) • Have How to Evaluate Your Web Sources ready to project onto the classroom screen/whiteboard. 2. 5 minutes—Tell students you’d like to share more in-depth information • Photocopy a class set of the Research Organizer: Species at Risk (this is a double-sided handout, about the herring and how they form an important part of the rainforest with notes about the species on one side and notes about conservation efforts on the other). ecosystem. Use Part A of the Herring Backgrounder for reference as you broaden their knowledge. Let them know they don’t need to take Day 2 notes, just listen to learn. • Review Part B of the Herring Backgrounder so you can educate the class about the traditional 3. 5 minutes—Read students this quote from Saul Brown: “That herring versus commercial herring fisheries. provide so much sustenance for so many species is really a gift. It’s a gift that needs to be guarded, and cherished, and nurtured. So we take care Day 3 of the herring, and the herring take care of us.” Ask students: What if • Photocopy a class set of Writing an Argument. we looked at more things in our natural world like this? What gifts can you think of in our local environment that could be better guarded and nurtured? 4. 10 minutes—Tell students their work for today is to think of a species at risk—one that has been overfished, overhunted or similarly

Great Bear Rainforest — Educator’s Guide • 56 57 • Great Bear Rainforest — Educator’s Guide threatened by human action (e.g. Douglas fir, salmon, bison, cod, Day 3 (~45 minutes—or you can assign this for work outside of class) wolves, elephants, etc.). Each child should be interested in the species 1. 5 minutes—Explain to students that the culminating piece to their they’re going to research—this engagement is key in inquiry! Explain investigation into species at risk is to write (or record) an argument for that students will have some time to research their chosen species how changes to an ecosystem affect populations. Essentially, their job using different websites. On the projector, share How to Evaluate is to make a case, supported by evidence from their research, that will Your Web Sources. Go through this with students to ensure they convince audiences that yes, changing an ecosystem will in fact change are familiar with what makes for an authentic, reliable website. Inform the populations of species living there. them that it’s their responsibility to draw information from only those 2. 10 minutes—Share with students the guiding sheet called Writing an sites that we can trust—and to keep a record of the urls they consult. Argument. Walk them through the steps of organizing a persuasive 5. 30 minutes—Give students a copy of the Research Organizer: essay—or a recording, for those who like to share and learn aurally. Species at Risk and time to research. Circulate to ensure they are Tell them this page will help them organize their ideas, so that when it drawing their information from reputable sites, such as bbc, cbc, comes time to create a final draft, their argument is entirely planned— nasa, New York Times, npr, Smithsonian, KidsPost (the Washington and therefore much easier to write. Post), and sites that are at their level of understanding. They can also 3. 30 minutes—Allow time for students to work. Circulate to help them use Google Scholar as their search engine. Let learners know that in organize their ideas, form a thesis statement and/or express their the next class they will be using the same sheet to record conservation knowledge in a persuasive manner. efforts, so they should keep it in a binder for easy access. 4. Assign students a final or polished draft for submission, if desired.

Day 2 (45 minutes) 1. 5 minutes—Review what students remember from yesterday’s discussion about herring—their importance to Indigenous people and to the food chain in the Great Bear Rainforest. Have them predict what they think poses a risk/risks to the herring population. 2. 10 minutes—Use Part B of the Herring Backgrounder to fill in the gaps for students, so they can understand the commercial industrial herring fishery and how it has put pressure on the rainforest ecosystem. Discuss. 3. 10 minutes—Have students share some of the research they did yesterday into their chosen species at risk. Tell students their work for today is to continue the research, but this time with a focus on human impacts on their species and its ecosystem (through overhunting, overfishing, logging, etc.). They’ll be looking for information about any conservation efforts that are underway to try to protect that species. 4. 20 minutes—Using the backside of the Research Organizer, have students research and take notes about conservation efforts for their species. Circulate to help them apply their research skills and to answer any questions.

Great Bear Rainforest — Educator’s Guide • 58 59 • Great Bear Rainforest — Educator’s Guide • Recent archeological digs have revealed 6,000-year-old herring bones at some settlement sites. Scientists think that in the past, herring were even more abundant than salmon.

Part B—Information to share with students • For decades, non-Indigenous fishers had open access to the waters where the herring live, even though these territories were traditionally inhabited by Indigenous people. Commercial fishers harvested tons of fish every season—more than the herring population could handle. The herring were mostly used for making fishmeal and fish oil or as bait. Over time the herring “kill fishery” scooped up billions of fish, and by the late 1960s British Columbia was forced to close the herring fishery. • In the 1970s, after commercial fishing had taken a few years’ rest, the Canadian government decided that it could resume. Sometimes Fisheries and Oceans Canada would open the fishery for just a few hours. But in those hours, large seine boats would descend on herring-rich waters, scooping up as HERRING BACKGROUNDER many fish as they could at one time, then throwing their nets back into the water as fast as possible to catch more. Part A—Information to share with students • The Heiltsuk are careful in how they harvest the herring roe. They don’t follow industrial commercial • Herring is one of the Great Bear’s foundation species. A foundation species supports many other fishing practices that kill the adults to extract the roe. They’re sensitive to maintaining the balance of species in an ecosystem—just like the foundation of an apartment building supports all the homes the entire ecosystem; they understand that to overfish one species means causing a disastrous ripple inside. The health of nearly every other organism in the rainforest depends on the health of herring of impact throughout the whole rainforest. populations. • In recognizing that the herring are a gift from creator, the Heiltsuk accept the responsibility of • Herring are an important food fish for salmon, making up more than half their diet. They also proper stewardship. provide a nutrient-dense food source for seabirds, wolves, mink, eagles and black bears, and for • The Heiltsuk have an ancient relationship with herring. The way they fish herring today isn’t that marine mammals like sea lions, dolphins and humpback whales. A herring school can be up to several different from how they did it thousands of years ago. For generations, Heiltsuk fishers like Saul have miles (kilometers) in length, so when a bunch of them swim by, it’s like a dinner bell for everyone in collected roe from lines of kelp or, as you see in the film, hemlock branches placed in sheltered areas the water. along the coast. This allows the people of the rainforest to benefit from the nutritious herring eggs • The herring is important to the Heiltsuk First Nation’s culture too. Not only does the herring without destroying the whole animal. spawn mark the beginning of the Heiltsuk new year, signaling the end of a long winter, but the eggs • The Heiltsuk are trying to share this message with the wider world: creating a more sustainable themselves (called roe) provide a rich source of food. “When the herring come, everything else fishery will benefit humans and fish alike and will help to rebuild the herring population after decades comes alive,” says Heiltsuk fisher Saul Brown. “The whales come to feed on them, the wolves, the of destructive commercial fishing. marine and terrestrial animals come to feed on them…everything comes alive.” • These little fish travel in schools weighing tens of thousands of tons. Sources: • Unlike salmon, herring don’t die off after they spawn; they can spawn up to six times before they 1. Gill, Ian. “Of Roe, Rights and Reconciliation.” Hakai Magazine, August 28, 2018. reach the end of their lifespan. If conditions are right, each female can lay up to 20,000 eggs during hakaimagazine.com/features/of-roe-rights-and-reconciliation/ the spawn. 2. McAllister, Ian, and Alex Van Tol. Great Bear Rainforest: A Giant Screen Adventure in the Land of the • Salmon lay their eggs in gravel and then carefully cover their nests. But herring take the sea by storm, Spirit Bear. Victoria, bc: Orca Book Publishers, 2019. depositing millions of eggs on underwater plants in the near-shore environment. Only one in 10,000 of these eggs will survive to adulthood. • Fatty and rich in nutrients, herring eggs are the caviar of the North Pacific.

Great Bear Rainforest — Educator’s Guide • 60 61 • Great Bear Rainforest — Educator’s Guide HOW TO EVALUATE YOUR WEB SOURCES RESEARCH ORGANIZER: SPECIES AT RISK

Record your learning in the graphic organizer below. †† If the website is owned by an organization, does this seem to be a reputable organization? Habitat Behavior †† Is the information reliable?

†† Is the creator/author an expert in the field?

†† Are the sources of information stated?

†† Can you verify the information by doing a cross-reference?

†† Do you detect any bias? Species †† Is the information factual or opinion-based?

†† Does the author use words like always and never?

†† Does some of the information conflict with information you found on another website?

†† Is each section of the page labeled with a heading?

†† Is the site cluttered with ads?

†† Is the article/post up to date?

†† Is the information easy to get to, or is it buried by many links?

†† Is there a search function on the web page?

†† Do any of the links lead to dead ends or 404s? Diet Impact by Humans

†† Are there images on the page? Can you be certain these haven’t been changed? Checklist for web-based research: If not, should you accept these images as true? †† I kept track of the websites I used (e.g. in a clearly labeled bookmarks folder) †† I consulted only websites where I knew the information could be trusted †† I took notes in my own words, instead of copying directly from the screen

Great Bear Rainforest — Educator’s Guide • 62 63 • Great Bear Rainforest — Educator’s Guide CONSERVATION EFFORTS FOR MY CHOSEN SPECIES WRITING AN ARGUMENT

Species Introduce your topic in a way that will capture the reader’s attention

Introductory Thesis statement (this expresses your position on the issue and your arguments) paragraph What conservation Transition to body of essay is being done to minimize the risks Argument #1 (reason for your position) to this species? Evidence/detail that supports your argument Body paragraph #1 Evidence/detail that supports your argument

Transition sentence into the next paragraph

Which groups Argument #2 are working on conservation Evidence/detail that supports your argument efforts? Body paragraph #2 Evidence/detail that supports your argument

Transition sentence into the next paragraph

Argument #3 (this should be your most powerful argument for your position)

What challenges Evidence/detail that supports your argument stand in the way of Body these conservation paragraph #3 Evidence/detail that supports your argument efforts? Transition sentence into your conclusion

Restate your position

Concluding Summary of your reasons paragraph Checklist for web-based research: Clincher (this is what seals your argument; it could be a call to action or a look at †† I kept track of the websites I used (e.g. in a clearly labeled bookmarks folder) next steps †† I consulted only websites where I knew the information could be trusted †† I took notes in my own words, instead of copying directly from the screen

Great Bear Rainforest — Educator’s Guide • 64 65 • Great Bear Rainforest — Educator’s Guide LEARNING PLAN 7: CONNECTING WITH CLIMATE CHANGE LEARNING PLAN 7: CONNECTING WITH CLIMATE CHANGE

Grade Level 9–12 Lesson 1 ~ 60 minutes Lesson 2 ~ 50 minutes Lesson 3 (extension, ~50 minutes)

Theme: Examining climate models to forecast climate change

English Language Arts Standards • CCSS.ELA-LITERACY.SL.9-9.1–12.1 Initiate and participate in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly and persuasively Learning Plan Overview • CCSS.ELA-LITERACY.SL.9-9.2–12.2 Integrate multiple sources Here, students will be introduced to the latest United Nations report on climate change. Together as of information presented in diverse media or formats, evaluating the a class, they will learn to read a heat map as one model of geoscience data that demonstrates climate credibility and accuracy of each source change, and then they will break into groups to talk about and investigate other models. Students will • CCSS.ELA-LITERACY.RI.9-9.1–12.1 Cite strong and thorough use recent sources to conduct research into and create a model of the predicted unfolding of climate textual evidence to support analysis of what the text says explicitly as change in the coming years in one key area of choice. As an extension activity, students will conduct well as inferences drawn from the text interpersonal interviews with a climate-change expert to expand their understanding of the issue and • CCSS.ELA-LITERACY.RI.9-9.2–12.2 Determine a central idea of a to help develop more sophisticated questions to deepen their inquiry. text and analyze its development over the course of the text • CCSS.ELA-LITERACY.RI.9-9.3–12.3 Analyze how the author From the Film unfolds an analysis or series of ideas or events In one scene from Great Bear Rainforest, we can see evidence that global weather patterns are changing • CCSS.ELA-LITERACY.RI.9-9.8–12.8 Delineate and evaluate the the shape of the world. When a torrential rainstorm delivers more than a foot of rain to the Great argument and specific claims in a text Bear in the span of twenty-four hours, the spirit bear’s fishing stream changes irreversibly. Unable to • CCSS.ELA-LITERACY.RH.9-9.7–12.7 Integrate quantitative or absorb the totality of the rain that falls, the forest instead rearranges itself to accommodate the flood. technical analysis with qualitative analysis in print or digital text Thousands of tons of earth wash down from the hills above the spirit bear’s valley, choking the stream • CCSS.ELA-LITERACY.RST.9-9.7–12.7 Translate quantitative or channels with mud and dead trees. technical information expressed in words in a text into visual form (e.g., a table or chart) Materials and Resources • laptop and projector so you can show videos NGSS Standards • Asking Good Questions (for projecting or as a handout) • NGSS HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate Teacher Prep of global or regional climate change and associated future impacts to Day 1 Earth’s systems • Read or listen to recent news about the un Intergovernmental Panel on Climate Change (ipcc) report on climate change (released week of October 8, 2018) in preparation for leading a knowledgeable

Great Bear Rainforest — Educator’s Guide • 68 69 • Great Bear Rainforest — Educator’s Guide To Do Before Viewing Great Bear Rainforest (setting up the learning) Talk with students about climate change, about how we can see the direct effects on the Earth in both urban areas and in remote, wild areas. Have students talk about what they know—or can extrapolate—about the effects of climate change in the Pacific Northwest. What’s happening in the oceans? On the coastlines, where the water meets the land? In the high Coast and Rocky Mountains? In the coastal temperate rainforest? Tell students to keep climate change in mind as they watch Great Bear Rainforest.

Day 1 (~60 minutes) 1. 5 minutes—Talk about what students remember from Great Bear discussion with students. Note: These are also excellent links for your students to investigate, if they want to Rainforest in terms of the effects of climate change. In the conversation, deepen their inquiry. students will bring up the rainstorm that wiped out the spirit bear’s • PRESS RELEASE (~8-minute read): Summary of ipcc report: ipcc.ch/2018/10/08/summary-for- stream. Have them connect this with other extreme weather events policymakers-of-ipcc-special-report-on-global-warming-of-1-5c-approved-by-governments/ around the world, such as hurricanes, ice storms, wildfires and floods. • VIDEO (~3 minutes): un Secretary-General António Guterres calls for global action on climate 2. 10 minutes—Give students some space to talk about their concerns change: youtu.be/VNe-jBVij-g around climate change. How do they think their lives will be shaped • AUDIO (~24 minutes): CBC Radio. The Current: “Eat less steak and ice cream”: What climate if humans—especially in industrialized countries—don’t change change means for the food you love. cbc.ca/listen/shows/the-current/segment/15613255 course? What changes and initiatives are they aware of that give them • PRINT (~5-minute read): The Guardian: “We have 12 years to limit climate change catastrophe, reassurance? warns UN” theguardian.com/environment/2018/oct/08/global-warming-must-not-exceed-15c- 3. 15 minutes—Share the video from un Secretary-General António warns-landmark-un-report Guterres with students. youtu.be/VNe-jBVij-g. Discuss students’ • PODCAST (6 episodes ~30 minutes each): CBC Radio: 2050: Degrees of Change observations and thoughts around the video. What’s standing in the cbc.ca/radio/podcasts/2050-degrees-of-change/ way of our ability to make things better? If you have an understanding • Review this web page on how to read a heat map from nasa’s Jet Propulsion Laboratory. There is a of the innovation and solutions that science has developed to address heat-map video too (3 minutes), which you’ll be using in class. climate change, and an understanding of how policymakers and jpl.nasa.gov/edu/teach/activity/earth-science-data-visualizations-how-to-read-a-heat-map/ corporate interests often block these solutions, create some space to talk about that. It’s okay not to know all the answers. Let students fill Day 2 in some blanks; often their understanding is sophisticated and detailed, • no prep and they can learn from each other. 4. 10 minutes—Tell students that today’s work is to look at some models Day 3 (extension) of climate change to get a better feel for where we’ve come from and • Read the interview with Great Bear Rainforest director Ian McAllister at greatbearrainforestfilm.com where we might be headed. Let them know you’re going to share a for examples of good open-ended questions. heat map from nasa’s Jet Propulsion Laboratory as an example of this • Have Asking Good Questions ready to share on the projector/screen (you can also photocopy kind of model. Before you play the video, see what students already handouts). know about heat maps. What kind of information can they show?

Great Bear Rainforest — Educator’s Guide • 70 71 • Great Bear Rainforest — Educator’s Guide Let students know that this video, even though it’s short, contains a lot of information, so you’ll be watching it a couple of times. VIDEO: jpl.nasa.gov/edu/teach/activity/earth-science-data- visualizations-how-to-read-a-heat-map/ a. The first time through, have students watch the colors, listen to the narrator and simply absorb this new knowledge about carbon dioxide in the atmosphere. Talk about their observations. b. The second time through, ask them to notice the date counter at the bottom of the screen as it rolls from January through to December. Have them also pay attention to how the map colors shift from winter to summer and back to winter. 5. 10 minutes—What other global climate models do students know of? Have students form groups or partner up and locate models. Give them a few minutes to search, examine and understand. Have them 3. 30 minutes—Assign students to investigate their issue of concern. They are responsible for taking select one model to share with the class. It should be something they’re notes as they do their research and for keeping a record of the sources they consult. Let them talk reasonably confident they can explain. with each other if they want and assist each other with their inquiries. 6. 10 minutes—Invite groups to share the climate-change models they found during their research. Have one student keep a log of the **Before you do the last part of this lesson, decide whether you’re going to include the extension activity (Day different models that the different groups found; you will be using 3), which sees students learning to ask good questions and asking those questions of climate-change experts as these links in the next lesson. part of their research.

Day 2 (50 minutes) 4. 5 minutes—Assign students (or provide them with another work session) to create a graph, physical 1. 5 minutes—Bring forward the learning from last class. Are there any model, infographic, analogy or other model of climate change in their chosen area of interest. Have other thoughts or observations that students have about the Great Bear them consult the other models for guidance and ideas in how they might best represent the future in Rainforest film? About exploringnasa ’s global heat map? their area of climate change interest. 2. 10 minutes—Set the stage for today’s learning. Tell students you want them to select an area of personal concern regarding climate change. **Note: If you would like to go deeper with students and are considering teaching how to create computer This is going to be independent work, so have them focus on what simulations of their predictions around climate change, you can read “Exploring the Use of Computational interests them the most. Is it melting polar ice? Is it rising sea levels? Models in Teaching Climate Change in K–12”: serc.carleton.edu/earth_rendezvous/2016/program/ Extreme storms? Landslides or floods? Wildfires? Rising temperatures afternoon_workshops/w14.html and desertification? Food insecurity? Political instability as poor nations are harder hit by rich nations’ continued use of fossil fuels? Day 3 (50 minutes—extension) There are many aspects of climate change to choose from; hopefully, 1. 10 minutes—Explain to the class that while conducting research online and using trusted resources the students will scatter themselves across the issue so that the learning is important, often we can learn much more—and much more deeply—by speaking with someone captures a full picture. Don’t worry, though, if ten of them want to who is an expert in a given field. A human conversation reveals so much more information than focus on, say, storms or rising sea levels. They should pursue whatever what we see on a screen—there is a whole vocabulary of nonverbal language, there’s tone of voice, problem interests them the most on a personal level. there’s laughter, there are spontaneous diversions from the topic. Tell students that today they will be learning and practicing how to ask good questions. They then will apply these interviewing skills

Great Bear Rainforest — Educator’s Guide • 72 73 • Great Bear Rainforest — Educator’s Guide to a conversation with an expert in their chosen area of interest ASKINGLEARNING GOOD PLANQUESTIONS 8: regarding climate change. SYSTEMS IN HARMONY 2. Having a great conversation requires some practice in asking the right kinds of questions. See if you can give an example of good 1. Prepare ahead of time. You will ask way better questions if you know enough about the subject to questions you have asked in your own life, or use an example converse intelligently. One interviewer from the New Yorker was able to get recalcitrant horse jockey of a podcast that you enjoy (you can share a quick clip with the Willie Shoemaker to open up when he asked him, Why do you ride with one stirrup higher than the students to illustrate). You can also use the interview with Great other? Shoemaker, who was famously tight-lipped, realized the writer was interested enough to have Bear Rainforest director, Ian McAllister, which is on the Great Bear done some thorough background research—and so he started to talk. Rainforest website (greatbearrainforestfilm.com). 3. 10 minutes—Share Asking Good Questions with students. You 2. Bring your list of questions. But be flexible and prepared to ask other questions as the interview unfolds. can do this on the screen or by handing each student a personal Sometimes your subject will mention something you didn’t know or something you’re interested in, copy of the tip sheet. Work through each section and talk about so jot those new questions down and ask them when an opportunity arises. This shows your subject it. As a class, have students suggest examples of open-ended that you’re interested in their area of expertise and will help them open up. questions. 4. 5 minutes—Assign students time to develop three to four targeted, 3. Ask open-ended questions. Start them with why, where, how, when and who. These questions encourage open-ended questions about something they can relate to among people to talk with stories and explanations instead of simple responses. Asking At what point did you their peers, such as music preferences, Netflix shows, social realize that you wanted to focus on climate change? will dig out a bit of biographical information and will media, their jobs, chores, schoolwork, YouTube channels, career also add to your knowledge of the issue. aspirations. 5. 5 minutes—Break students into groups of three. Have students 4. Ask one question at a time. If you ask more than one, you may confuse your subject or, even worse, read each others’ questions and give feedback to make them sound like you don’t know what you’re doing. stronger. 6. 15 minutes—Break students into pairs. Have students take turns 5. Don’t fear silence. When you ask a question, let it hang. Give your subject some time to form their asking targeted open-ended questions about their area of interest. answer. Don’t be so nervous that you jump in and begin rephrasing; you will periodically strike gold They can use their voice recorders/iPhones if they want to, and if you can wait through the awkward silences. if their partner is okay with it. Be sure they are prepared to take notes as well; a good journalist always takes notes as a backup. 6. Be present. Pay attention to what’s being said. Forget about yourself entirely: forget your appearance As students conduct their brief interview, have them jot new and how you sound. Forget your sweaty palms and your inexperience. Just focus on the person you’re questions that arise as part of the conversation. talking to and listen to their message. That will help you ask intelligent questions as they develop. 7. 5 minutes—Assign students to connect with a climate-change As a bonus, your focus and interest in the subject will make them more comfortable because the expert and conduct a fifteen- to twenty-minute interview. Have interview will feel less awkward and formal. them record additional questions that come up during and after the interview; they can use these to deepen their inquiry as they 7. Think of it as a conversation more than an interview. You can share why you’re interested in the topic put their climate change model together. and share personal connections to it (taking care not to take up too much time). Ask about their goals, passions, worries, or who they look up to.

Great Bear Rainforest — Educator’s Guide • 74 LEARNING PLAN 8: SYSTEMS IN HARMONY NGSS Standards • NGSS HS-LS2-8 Evaluate evidence for the role of group behavior on individual and species’ chances Grade Level 9–12 to survive and reproduce Lesson 1 ~ 50 minutes Lesson 2 ~ 75 minutes Learning Plan Overview In this learning plan students reflect on and investigate how species in the Great Bear Rainforest Theme: Intraspecies cooperation to ensure and enhance survival use cooperative methods to promote safety and food capture, thus ensuring their survival. Through research, students will uncover ways that other species work together to create a healthy ecosystem Emotional Intelligence Skills and help one another survive, drawing parallels to species in the Great Bear. To enrich and deepen the • empathizing with others’ difficulties (ethics, social justice, empathy) learning by connecting it to their own experience, students will examine the importance of creating • recognizing the interconnectedness of relationships (wellness, cooperation) healthy interpersonal ecosystems to help them live their own lives as well as they can. In the second lesson, we invite students to investigate how traditional cultural practices of Indigenous groups both in English Language Arts Standards and outside the Great Bear Rainforest have worked to fulfill this function through time. • CCSS.ELA-LITERACY.SL.9-9.1–12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, group and teacher-led) with diverse partners on grades 9-10 topics, texts From the Film and issues, building on others’ ideas and expressing their own clearly and persuasively There are numerous examples of intraspecies cooperation in Great Bear Rainforest. Whether it’s • CCSS.ELA-LITERACY.RI.9-9.1–12.1 Cite strong and thorough textual evidence to support thousands of herring traveling in a school, dozens of sea otters rafting together with their young, or analysis of what the text says explicitly as well as inferences drawn from the text the Heiltsuk fishers who work together to gather roe on hemlock branches to feed their families, many • CCSS.ELA-LITERACY.W.9-9.2–12.2 Write informative/explanatory texts to examine and convey groups work together to improve their odds of survival and reproduction. complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content Materials and Resources • CCSS.ELA-LITERACY.W.9-9.4–12.4 Produce clear and coherent writing in which the • laptop, projector and screen development, organization and style are appropriate to task, purpose and audience • Internet access • Evidence of Intraspecies Cooperation • Reclaiming a Way of Life (excerpt from Great Bear Rainforest)

Great Bear Rainforest — Educator’s Guide • 76 77 • Great Bear Rainforest — Educator’s Guide Teacher Prep Day 1 • Photocopy Evidence of Intraspecies Cooperation.

Day 2 • Photocopy or project Reclaiming a Way of Life. • Ensure students have access to blank or lined paper to record their thinking during the web-making activity.

To Do Before Viewing Great Bear Rainforest (setting up the learning) Before your class views the film, have them connect to prior knowledge with a brief discussion. Review the word ecosystem and talk about the system part of it. What do we know about systems? (Students should generate an Intraspecies Cooperation. Explain that you’re doing this to model how you would like them to answer along the lines of, All parts in a system work together.) When they keep track of their research in the next stage of the lesson. watch the film, ask your students to pay attention to how members of a 4. 15 minutes—Hand out copies of Evidence of Intraspecies Cooperation. (You can also distribute species work together to ensure survival (and therefore reproduction). this handout digitally and have learners fill it in on their computers.) Independently or with a partner, students will use the web or appropriate classroom resources to research other examples from the Day 1 (~50 minutes) plant or animal kingdom. (Tell them that recent research has shown some pretty interesting evidence 1. 10 minutes—Have students think back to the film. Where inGreat that trees cooperate with each other to foster survival, so students should not overlook them.) Can Bear Rainforest do they see evidence that group behavior affects a they get five or more examples into their Evidence of Intraspecies Cooperation chart? Can they species’ chance to survive and reproduce? Phrase it this way: Did you see find an example from outside kingdom Plantae and kingdom Animalia? Have students record details any species working together to improve their chances of survival? Listen to of species behavior that demonstrates evidence of intraspecies cooperation for survival, and remind student input. If they haven’t already mentioned the following, suggest them to keep track of their sources. Students should be ready to share their findings with the group the herring (which travel in enormous schools), the humpback whales when the research is over. (one of which will blow a ring of bubbles around the herring school 5. 15 minutes—Gather together to learn about what other groups uncovered through their research. to confuse the fish and trap them in a ball, thereby enabling the other Talk about cooperation as an adaptive mechanism: do learners believe these are altruistic acts? Or do whales to lunge-feed by swimming right through the herring ball) and they have an evolutionary basis? the sea otters (which raft together in kelp beds to rest and keep their babies safe from predators). Together with students, pull out as many Day 2 (75 minutes) examples as you can remember from the film. 1. 5 minutes—Make the connection between the intraspecies cooperation students have researched 2. 5 minutes—Project Evidence of Intraspecies Cooperation on the from the nonhuman realm and that of humans. Get them thinking about ways that human groups screen. Talk about the prefixintra and ensure students understand often work together to promote and ensure not only survival but also the overall wellness of the the difference between intra and inter. Have them generate examples group. What kinds of groups do this? (Examples include sports teams, healthy families, healthy of similarly prefixed terms, such asinterpersonal versus intrapersonal; social groupings, volunteer groups, activity groups like Scouts and Young Entrepreneurs and Junior Internet versus intranet; intercellular versus intracellular, etc. Achievement.) As an interesting discussion point, see what your students think about gangs: they 3. 5 minutes—For each example of intraspecies cooperation students work together to promote group survival, but do they qualify in the same sense as the species we’ve gave from the film, record these on your projection of Evidence of seen in Great Bear Rainforest? Why or why not?

Great Bear Rainforest — Educator’s Guide • 78 79 • Great Bear Rainforest — Educator’s Guide 2. 15 minutes—Divide into groups of three to create a web or mind map EVIDENCE OF INTRASPECIES COOPERATION of how human groups work together. Assign each group to choose two different groupings of humans to examine with this lens. On their webs In the chart below, record examples from your research. Be sure to cite or bookmark the websites you they should place the group name in the center and then “web out” consult; good researchers always keep track of their sources. evidence of that particular group’s cooperation. They are welcome to research further if they want to. Have students be prepared to share Type of organism Habitat or biome where Evidence that when in groups, their thinking with the class. this species is found this species displays cooperative 3. 10 minutes—Gather the students to share their webs. As the discussion tendencies to ensure survival of other group members goes on, help students see and understand that their own well-being is directly connected to the well-being of the groups they choose to affiliate with. Talk about how human groups fulfill not only food, Latin name: protective and sexual needs, but also emotional and spiritual needs. How healthy do students feel their own groupings are? Ask them to Common name: reflect on this privately over the next few days. 4. 30 minutes—Now turn the conversation toward Indigenous peoples and how, before contact and colonization, traditional cultural practices Latin name: of Indigenous groups (both in and outside the Great Bear Rainforest) once worked to fulfill the function of cooperative survival in much the Common name: same way. Use the Heiltsuk fishers as an example from the film: the community comes together to harvest herring roe on kelp or hemlock Latin name: branches; this in turn keeps members of the community connected to each other while also securing a food source to share with the Common name: wider group. Read Reclaiming a Way of Life. Break back into small groups and research an Indigenous group of choice from anywhere in the world. Have students create a web for that group that shows how Latin name: group members work—or once worked—together to help provide for everyone’s needs in the community. Common name: 5. 15 minutes—Have students return to the larger group and ask a few to share their findings. After the groups have had a chance to report, engage students in a discussion about how contact and settlement in Latin name: different parts of the world disrupted existing human systems that were already in play, causing them to fray and lose functionality. What Common name: parallels do they see with the disruptions humans have introduced to the natural world? Latin name:

Common name:

Great Bear Rainforest — Educator’s Guide • 80 81 • Great Bear Rainforest — Educator’s Guide logging and fishing in the Heiltsuk’s traditional territories, beginning in the mid-1800s. Rivers became filled with silty runoff, and fish spawning beds were destroyed. Too much fishing depleted herring and salmon stocks. The Heiltsuk were frustrated and angry, because their land and ways were being destroyed. But their law was not recognized as being as important as Canada’s federal and provincial laws—and so their voice was drowned out. They were even forbidden to harvest and hunt with the ecologically sensible methods they had used for thousands of years. All the First Nations people in the Great Bear Rainforest were badly affected by the arrival of settler society. European colonization changed their lives over the course of a century and a half—and recovering from those changes is proving difficult. Coastal First Nations were forced to burn their totem poles and other cultural materials. Tens of thousands RECLAIMING A WAY OF LIFE died of smallpox, a virus brought by the settlers. They were forced off their traditional territories onto smaller land reserves. Their hunting and Excerpt from Great Bear Rainforest: A Giant Screen Adventure in the Land of fishing rights were restricted. They were forbidden to conduct potlatches, the Spirit Bear by Ian McAllister and Alex Van Tol (Orca Book Publishers, a system of feasts and gift giving that shaped economic and social structures 2019) within and between nations. And generations of First Nations children were sent away to Christian residential schools whose job it was to “kill Saul Brown and his father, Frank Brown, are Heiltsuk people living in the Indian in the child.” the Great Bear Rainforest. Descended from a long line of hereditary Like many nations, the Heiltsuk never gave up trying to be heard. chiefs, Saul works as a negotiator for the reconciliation process between They pointed out how logging was damaging their territory. They showed the government of Canada and Aboriginal people. He’s also a herring how their own ways of harvesting herring were much more sustainable fisherman, collecting spawn from kelp. Much of what Saul knows he than commercial fishing practices. They continue to fight for their learned from his father, who learned from his grandfather before him and environment and their rights and title. so on, throughout his family’s long history in this region. Now, after so many years, reconciliation is finally on the Canadian The Heiltsuk have lived in these territories for at least 14,000 years— government’s agenda. The First Nations people are at last being heard. long before European settlers arrived. For centuries they governed But there is still much to be done. themselves and the land they shared with other creatures, keeping a careful balance between what they took and what they gave back. Heiltsuk law essentially instructs its people to “speak and act correctly,” says Saul, noting that it’s a very different approach from European law, which tells people what they can’t and shouldn’t do. “We would try to live in an honorable way,” he says, “and in a way that was conducive to abundance and sustainability in our territory.” The herring have always been important to the Heiltsuk people, forming a cultural and economic foundation for this rainforest-based community. But that all changed when privately owned companies began

Great Bear Rainforest — Educator’s Guide • 82 83 • Great Bear Rainforest — Educator’s Guide BEYOND THE SCENES: EXPLORING THE OCEAN ocean environments on the world-leading NEPTUNE and VENUS OF THE GREAT BEAR—A SPECIAL SECTION WITH observatories, as well as the ever-expanding network of community OCEAN NETWORKS CANADA observatories in the Arctic and coastal British Columbia. Whether large or small, these observatories enable communities, users, scientists, teachers Grade Level K–12 and students to monitor real-time and historical data about the marine Suggested lesson plans provided below environment from anywhere on the globe. Data from the observatories add reality and firsthand experience to Theme: Using real data in the classroom, accessed remotely in real-time lessons and activities about the ocean. As promised by onc’s tagline, “Discover the ocean; understand the planet,” the technology allows NGSS Standards educators, students and the public to explore the ocean from the • Depending on how you use the deep-sea observatory data, you might comfort of their home or classroom, no matter where they’re located. meet any number of the NGSS standards for your age/grade level. This resource empowers educators and learners to pursue the ideas and questions inspired by the film Great Bear Rainforest, allowing audiences to Learning Plan Overview explore and access live, real-time data from the ocean. In this series of lessons and explorations, you and your students can take a deep dive into the ocean that surrounds the Great Bear Rainforest. You What is a cabled observatory,

can even go further than that, if you want. Ocean Networks Canada, and how is it useful? Observatory Infrastructure an initiative of the University of Victoria (Canada), develops, operates Cabled observatories on the seafloor and maintains cabled ocean observatory systems around the Great Bear are unique in that underwater Rainforest and beyond. The data collected from below the surface is open cables provide the instruments with Coastal Radar Profiling Platform Surface Measurements for everyone to use and learn from—so share it with your learners, and continuous power (they are not Glider enjoy your explorations! reliant on batteries or solar energy) and allow the data they collect to be Shore Station

University of Victoria Data Archive Autonomous Vehicle From the Film immediately available to users via To Shore Station On the western edge of the Great Bear Rainforest lies the Pacific Ocean. the Internet. Cabling also enables Hydrophone Array Sediment Probes As much a part of the ancient forest as the trees and bears themselves, instruments to be networked Node the ocean brings life, nutrients and fish to the forest. Though critically together, allowing for multiple data Penetrometers important to all life on this planet, it is difficult to understand and explore types to be collected at the same Acoustic Imaging System Camera Platform the ocean beyond the surface due to its vastness and depth. The filmmakers time. This makes it possible to collect Instrument Platform

of Great Bear Rainforest make exploring the ocean look easy, but it’s a huge real-time data in environments Bottom Sensors area that requires special skill and equipment to observe. that may be inaccessible due to Benthic Crawler Seafloor Digital Camera weather or other hazards, and it Background for Educators allows the managers of the sensors to change the collection parameters One way scientists are learning to better understand this mysterious in response to events or challenges. For example, researchers can change environment is via cabled ocean observatories on the seafloor. Ocean the direction of a camera from their laptops to better observe a species—a Networks Canada (onc) develops, operates and maintains these systems. much more cost-effective approach than having to go back into the field. This innovative infrastructure supplies continuous power and Internet Further, if a user decides it may be helpful to have an additional piece of connectivity to a broad suite of subsea instruments from coastal to deep- information, they can access the network and add parameters that allow

Great Bear Rainforest — Educator’s Guide • 84 85 • Great Bear Rainforest — Educator’s Guide them to compare multiple types of data. For example, a researcher may be curious about whether a Real data and the Great Bear Rainforest film change in temperature impacted animal behavior. Using the network, that researcher could download Explore how real data can be used to further your experience after viewing temperature data and video from a co-located camera to explore answers to their question. the film. And check out how real data can be used in other areas too! • In the film, you observe whales and seals in their natural environment. Listen to the sounds they make when they communicate by accessing Ocean Networks Canada’s hydrophone clips of marine mammals. soundcloud.com/oceannetworkscanada • Observe beneath the waves by accessing deep-sea cameras just like the divers use in the film. Explore how each environment changes with depth and seasons. • Dive deep into animal adaptations with a visit to Ocean Networks Canada’s photostream on Flickr flickr.com/photos/ oceannetworkscanada. Choose an animal and identify what features allow it to thrive in the ocean. Brainstorm what adaptations that organism might possess that are invisible to us, e.g. How does is survive living in a high-pressure environment? How does it respire? • Explore thousands of images from the shallow coast to the deep sea through the free images collected by Ocean Networks Canada How can I use observatory data in my classroom? expeditions. You can use this data with any degree of complexity you would like. Want to keep it simple? Use the cabled observatory data to check the ocean temperature on a daily basis. If your learners are ready to Real data and the Great Bear Rainforest Eductor’s Guide develop projects that require deep-sea footage of marine life on a regular basis, the cabled network lets Use these suggestions to extend the students’ learning using the lessons you do this too. You decide what’s right for your classroom. provided. We’ve provided some suggestions for engagement below: • Learning Plan 2: A Close Examination of Habitat Use video to explore habitats in the ocean just off the coast of the Great Bear Real data and everyday classroom activities Rainforest. Compare the observations you can make when you visit a Real data can be used everywhere in the classroom. Make it part of your everyday routine and see what place in person compared to observations made by cameras. Discuss you can learn! why it is valuable to watch footage more than once. Suggested videos: • Record and graph parameters like water temperature, salinity and solar radiation from within the youtu.be/ZsMh3W5jocs Great Bear Rainforest (Kitamaat Village or Prince Rupert), or on any other station that interests you. youtu.be/3Gelc7z22e8 oceannetworks.ca/learning/ocean-sense/community-observatories youtu.be/9-NifjNMv0A • Compare other environments to those in the Great Bear Rainforest using real data. For example, • Learning Plan 5: When Things Don’t Go as Planned Explore you can compare temperatures in Cambridge Bay, Nunavut, to where you live, or the Great Bear with students how seafloor cabled observatories can help researchers Rainforest — or to somewhere else entirely. oceannetworks.ca/learning/ocean-sense/community- overcome some of the challenges faced by filmmakers and ship-based observatories/cambridge-bay researchers. For example, how a camera-in-place can help capture • Analyze changes in the state of the ocean over time. Discuss how large, continuous data sets can animals that might not show up for filming, or how an instrument enhance learning. Access these suggestions via: oceannetworks.ca/data-tools array that runs all the time can change what researchers might learn.

Great Bear Rainforest — Educator’s Guide • 86 87 • Great Bear Rainforest — Educator’s Guide ADDITIONAL RESOURCES

WEBSITES Pacific Wild Raincoast Conservation Foundation pacificwild.org raincoast.org/ Filmmaker and Great Bear Rainforest author Ian Raincoast is a team of conservationists and McAllister started the nonprofit society Pacific scientists that operates a research lab, research Wild with his wife, Karen, after living in the Great field station and a research vessel in the name of Bear Rainforest and learning about the risks to its protecting the lands, waters and wildlife of coastal wildlife and ecology. Pacific Wild is committed British Columbia. Community engagement and to defending wildlife and its habitat on Canada’s peer-reviewed science are its tools to further its Pacific coast by developing and implementing conservation goals—an approach the organization conservation solutions in collaboration with calls “informed advocacy”. First Nations communities, scientists, other organizations and individuals. Pacific Wild supports Province of British Columbia innovative research, public education, community greatbearrainforest.gov.bc.ca/ outreach and awareness to achieve the goal of News about protection measures, stewardship, lasting environmental protection in the lands and economic development opportunities and ways waters of the Great Bear Rainforest. for people to get involved in protecting the Great Bear Rainforest. The Nature Conservancy nature.org/en-us/get-involved/how-to-help/ Spirit Bears, Wolves, Grizzly Bears places-we-protect/great-bear-rainforest/ and Black Bears Founded in 1951, the Nature Conservancy works spiritbear.com/site/wildlife.html to “conserve the land and waters on which all life Explore Spirit Bear Lodge, operated by the depends,” The Nature Conservancy is a charitable Kitasoo Xai’Xais First Nation in Klemtu, British organization and has protected millions of acres of Columbia. This page provides information about land and thousands of rivers around the world. It the different kinds of large carnivores in the Great works with Indigenous communities, businesses, Bear Rainforest. governments and other nonprofits in more than seventy countries worldwide. In the Great Bear Great Bear Rainforest Film Site Rainforest, the Nature Conservancy works to greatbearrainforestfilm.com foster local natural resource management, support Learn more about the educational giant-screen First Nations leadership and engage the next documentary Great Bear Rainforest and watch generation to steward their lands and waters. interviews with the filmmakers, fascinating behind-the-scenes clips about the making of the film, and more.

89 • Great Bear Rainforest — Educator’s Guide ARTICLES ACKNOWLEDGMENTS “First Nations Are Investing over $200 Million to Develop the Great Bear Rainforest Conservation Economy.” Coast Funds news, September 14, 2016. Writers coastfunds.ca/news/first-nations-showcase-the-impact-of-conservation-financing-in-the- Alex Van Tol, author, K-12 teacher & educational consultant great-bear-rainforest-and-haida-gwaii. Monika Pelz, learning & engagement coordinator, Ocean Networks Canada Ian McAllister, filmmaker & executive director, Pacific Wild Gill, Ian. “Of Roe, Rights, and Reconciliation.” Hakai Magazine, August 23, 2018. hakaimagazine.com/features/of-roe-rights-and-reconciliation. Learning Plan Developers Alex Van Tol, author, K-12 teacher & educational consultant Hunter, Justine. “Saving the Great Bear Rainforest with Good Marketing.” Globe Monika Pelz, learning & engagement coordinator, Ocean Networks Canada and Mail, June 14, 2015, updated May 15, 2018. theglobeandmail.com/news/british-columbia/saving-the-great-bear-rainforest-with- Project Management good-marketing/article24954082. Lori Rick, MacGillivray Freeman Films Andrew Wooldridge, Orca Book Publishers BOOKS Crozier, Lorna, and McAllister, Ian. The Wild in You: Voices from the Forest and the Sea. Graphics Vancouver, bc: Greystone Books/David Suzuki Institute, 2015. Photographs: Ian McAllister, filmmaker & executive director, Pacific Wild McAllister, Ian. Great Bear Wild: Dispatches from a Northern Rainforest. Vancouver, bc: Design: Ella Collier, designer & production assistant, Orca Book Publishers Greystone Books, 2014. McAllister, Ian, and Nicholas Read. A Bear’s Life. Orca Book Publishers, 2017. Ages 6-8. McAllister, Ian, and Nicholas Read . A Whale’s World. Victoria, bc: Orca Book Publishers, 2018. Ages 6-8. Great Bear Rainforest is a Spirit Bear Entertainment film presented by Seaspan. The film is directed McAllister, Ian, and Nicholas Read. The Salmon Bears: Giants of the Great Bear Rainforest. by Ian McAllister, produced by Jeff Turner and executive produced by Kyle Washington and Byron Victoria, bc: Orca Book Publishers, 2010. Ages 9-12. Horner. It is distributed by MacGillivray Freeman Films. McAllister, Ian, and Nicholas Read. The Sea Wolves: Living Wild in the Great Bear Rainforest. Ages 6-8. Victoria, bc: Orca Book Publishers, 2010. Ages 9–12. For more information, please visit GreatBearRainforestFilm.com. McAllister, Ian, and Nicholas Read. The Seal Garden. Victoria, bc: Orca Book Publishers, 2018. Ages 6–8. McAllister, Ian, and Nicholas Read. The Great Bear Sea: Exploring the Marine Life of a Pacific Paradise. Victoria, bc: Orca Book Publishers, 2013. Ages 9–12. McAllister, Ian, and Nicholas Read. Wolf Island. Orca Book Publishers, 2017. Ages 6-8. Vernon, Caitlyn. Nowhere Else on Earth: Standing Tall for the Great Bear Rainforest. Caitlyn Vernon. Victoria, bc: Orca Book Publishers, 2011. Ages 9–12.

Next Generation Science Standards (“NGSS”) is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

Great Bear Rainforest — Educator’s Guide • 90